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1
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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Tamplin, Alison Margaret. "Six year olds in the school playground." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238167.
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Sakki, T. (Tero). "Lifestyle and oral health of 55-year-olds." Doctoral thesis, Oulun yliopisto, 1999. http://urn.fi/urn:isbn:9514252659.
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Abstract
Oral diseases are, to a notable extent, behavioral diseases. The concept of lifestyle makes it possible to study behavior in a broad sense. The aim was to study the association of lifestyle with oral health and dental health behavior. All of the 1,012 55-year-old citizens of Oulu were invited to a clinical examination, and 780 of them participated. A lifestyle variable to measure health orientation was constructed. Smoking, alcohol consumption, dietary habits and physical activity were used as indicators of lifestyle. The association of lifestyle with dental caries, periodontal health, denture stomatitis and dental health behavior was studied with a cross-sectional design.
An unhealthy lifestyle was associated with a higher number of dental decay, periodontal pockets and a higher prevalence of denture stomatitis. Lifestyle accounted for a large part of the differences between socioeconomic groups and between men and women in number of dental decay and periodontal pockets. An unhealthy lifestyle was associated with an increased prevalence of denture stomatitis in yeast carriers. A higher toothbrushing frequency and the use of extra cleaning methods were related to healthier lifestyle. Socioeconomic status was more important than lifestyle as a determinant of dental visits. Smoking was associated with higher lactobacillus counts and the presence of yeasts in saliva.
Lifestyle explained a great part of the differences between the socioeconomic groups and between men and women in oral health. It seems that part of the association between oral and general health can be explained by lifestyle. It is important to control for general lifestyle when the biological connections between oral and general health are studied.
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Hill, Sara Elizabeth. "Two-Year-Olds' Discrimination of Gender-Stereotyped Activities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1226.pdf.
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Steinfelt, Victoria. "Ages and Stages: 4 to 8 Year Olds." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156943.
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3 pp.To understand children, their development, needs and uniqueness is vital for parents. This publication uses tables to outline the mental, social and physical development for each group of children from 4 to 8 year old.
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Sherman, L. Ann. "About school : the perceptions of five year olds." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294569.
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Giles, David Clifford. "Visual memory and spelling in 13 year olds." Thesis, University of Bristol, 1996. http://hdl.handle.net/1983/18a85c9b-bb40-4f62-a23f-77988ca36405.
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Hilton, Catherine. "Risk-taking play in the early years : the experience of four year olds." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550432.
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This research explored risk-taking play opportunities for four year olds in Early Years settings through observing play and eliciting child and staff views of the issue. Previous research has suggested that young children enjoy taking risks in their play and that this type of play offers many benefits (Stephenson, 1999; Gill, 2007). The original contribution of this research relates to a greater understanding of risk-taking play in the Early Years, as no previous research has been published in this area in this country. The research was undertaken from a Social Constructionist perspective. The sample consisted of eight children and four staff members from four different Early Years settings in one Local Authority. All eight children included in the sample were aged four at the time of the data collection. Naturalistic observation was used and each child was observed on three separate occasions. Semistructured interviews were used with children and staff and a series of photographs depicting different types of play provided a visual stimulus. Each data set was subjected to individual thematic analysis which used an inductive and deductive approach. Research outside the UK identified categories of risktaking play and these were used as a starting point for the current research (Sandseter, 2007). The research findings showed that children engaged in a range of risk-taking play and their responses to risk varied. The presence of other people had an impact on their risk-taking play and the children demonstrated an awareness of the need for safety. Interviews with the children revealed different reasons for enjoying risktaking play. The children demonstrated an awareness of safety and placed certain boundaries around whether, where and how they might engage in a risktaking play activity. Staff interviews also revealed that safety was a key consideration, both in terms of keeping the children safe and also teaching them how to keep themselves safe. Factors which staff viewed as limiting and facilitating risk-taking play were identified and the role of the staff was viewed alongside the impact of individual staff views and interpretations of risk. The researcher considered these findings in relation to a behavioural framework and this was incorporated into a set of recommendations for good practice with regard
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Qualter, Pamela. "The experience of loneliness in 4-9 year olds." Thesis, University of Central Lancashire, 1998. http://clok.uclan.ac.uk/19727/.
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Much of the childhood loneliness research is misleading because it confounds objective and subjective measures of loneliness. Overall objectives in this research were to test the relatedness of social and emotional loneliness. 846 (432 females and 432 males) four to nine year olds were recruited for the study into the experience of loneliness in childhood. Using cluster analytic procedures, three groups were identified. the variables used in the clustering procedure included disliked and liked scores from a sociometric interview, peer loneliness scores from a loneliness interview (an adaptation of Marcoen and Brumagne's (1985) loneliness questionnaire), and teacher reports of internalising and externalising behaviour (Classroom Adjustment Rating Scale). Two groups were identified in which social and emotional loneliness were unrelated, and another group was composed of rejected children who were lonely. These three groups had very different profiles in terms of relational attributions, observed and peer related social behaviour and self-perceptions (The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and Adolescents (Harter and Pike, 1985); the global self-worth subscale of the Self Perception Profile for Children (Harter, 1985a); and the Social Support Scale/People in My Life Questionnaire (Harter, 1985b)). I found that loneliness in childhood was very different from being rejected by peers, and it was related to low self-perceptions and inaccurate perceptions of one's relationships with peers. Thus, childhood loneliness can not be equated with having no friends. Instead, childhood loneliness should be viewed as being about feelings, and these can not be measured via objective measures such as number of friends one has. The thesis highlights the fact that there are different ways in which children cope with and understand their loneliness. Lonely children also differ from non-lonely children by understanding emotional terms/words to a greater extent. this is not a function of higher verbal and linguistic skill, and the findings suggest that an ability to understand and label feelings relates to high levels of loneliness at school. Lonely children also demonstrate a non-self serving attributional style; they tend to blame themselves for negative relational events, and they fail to credit themselves for successful relational experiences. Observations and peer reports indicate that lonely children are less sociable, more solitary, and they initiate more interaction than non-lonely children. However, observations revealed that the overtures for social contact that the lonely children make are often rejected or ignored. Lonely children tend to play with one another, and there is a discrepancy between what children report (via sociometry) and what is observed on the playground. Lonely children are not likely to nominate other lonely children as friends during the sociometric interview, although the observations indicate that they are play partners. The main argument rests on the finding that rejected and lonely children are diffecent. The fact that they differ from one another in terms of their subjective, cognitive and behavioural features has direct implications for the development of intervention programs. A program of practical help and insight for those working with lonely children is offered.
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Phethean, Jill. "Plantar pressure distribution in 4 to 7 year olds." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26861/.
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Introduction This study focuses on the plantar pressure distribution patterns in children aged 4 to 7 years of age for the purposes of a better understanding of any age-related changes and from that a better understanding of age-related changes in foot function and structure. Method Ninety-eight children who achieved the correct age-related height, weight and locomotion skills; were born within a normal gestational period and had no gait abnormalities underwent plantar pressure analysis. Peak plantar pressure and plantar pressure time integral data were obtained from the: calcaneus, medial and lateral midfoot, each of the five metatarsal heads and hallux. Both longitudinal and crosssectional data were collected at 4, 5, 6 and 7 years of age. The data subsets were analysed to determine if there were any age-related changes. Results Prior plantar pressure data analysis found no significant difference between the left and right feet (p>0.05), no significant difference between males and females (p>0.05) and some evidence of a weak, positive correlation between plantar pressure data and body weight (r<0.5). There was no systematic change across the longitudinal and crosssectional plantar pressure data for the 4, 5 and 6 years olds. There were significant differences in the plantar pressure data between 4 and 7 years of age (p<0.05). Conclusion The two year interval between 4 and 6 years of age is too short a time period to observe systematic change in plantar pressures. Annual age increments are not a key marker for changes in plantar pressure between these ages. Changes between 4 and 7 years of age suggest that this window of time may be large enough to observe differences in plantar pressure. Xlll
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Brennan, Deborah. "Nursery rhymes and rhyme detection in 3-year-olds." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ46467.pdf.
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Allen, Sarah Rebekah. "Word learning from videos evidence from 2-year-olds /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2199.
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Sebel, Robert S. "Commercial Dental Health Promotion For 3-7 Year Olds." Thesis, Faculty of Dentistry, 1996. http://hdl.handle.net/2123/4419.
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Galle, Marcus Edward. "Integration of multiple and asynchronous acoustic cues to word initial fricatives and context compensation in 7-year-olds, 12-year-olds and adults." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1320.
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For any speech category there are multiple sources of information (both acoustic and contextual) that are relevant to categorization. Complicating matters further, these sources of information are not always available simultaneously, but present themselves over the course of several hundred milliseconds. These features of spoken language complicate an already difficult task, and raise three important questions: 1) how do listeners weight different cues to the same speech category, 2) how do listeners integrate asynchronous information during speech perception and 3) how do listeners cope with contextual variability. While these questions have been explored, to varying degrees, with adults, there have been very few attempts to explore these questions from a developmental perspective. Furthermore, some of the more complex interactions between these factors remain uncharted territory even in the adult literature. For example, while adult listeners compensate for context when categorizing speech, and utilize acoustic cues as soon as they become available, we still do not know how this process is affected by context.
This dissertation addresses these lingering issues by assessing 7-year-olds', 12-year-olds' and adults' perception of the /s-ʃ/ contrast (one that is influenced by multiple acoustic cues and context) using eye-tracking and the visual world paradigm. This work demonstrates that there is considerable development between 7 and 12 years of age for the /s-ʃ/ contrast in terms of real-time cue integration, cue-weighting and context compensation, and that development likely continues beyond these ages. In addition, the adult work demonstrates, for the first time, a pattern of real-time cue integration in which listeners' (both adult and child) buffer acoustic cues. Finally, several hypotheses are considered that may account for these findings, including the possibility that the unique developmental pattern of fricative perception may play an important role in understanding why adults buffer this contrast, and the implications of buffered speech perception are discussed.
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Ishikawa, Fumiko. "Dyadic and triadic interaction between newly acquainted two-year-olds." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619935.
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Betancourt, Kyna. "Nonword processing in bilingual five year olds: Do phonotactics count?" Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4865.
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Phonotactic processing is foundational to the word processing task in both monolingual and bilingual children (Li & Farkas, 2002; Pierrehumbert, 2001; Shook & Marian, 2013; Storkel & Morrisette, 2002). While the use of phonotactic information in word processing in monolingual children is relatively well documented, it is less well understood in bilingual children. The purpose of this study was to investigate how bilingual kindergartners process the phonotactic probabilities of their two languages. A set of nonwords was developed that manipulated the strength of phonotactic probability across both Spanish and English while also controlling the language environment of the experimental task (i.e., whether children were tested in Spanish or English). Hence, this study allowed for a unique investigation into how bilingual children process two languages and their associated phonotactic probabilities. Specifically, this study provided answers to: whether or not bilingual children benefitted from a high probability processing advantage, if the phoneme systems of two languages were stored as one unit or separate units, and if there was an effect of language environment (i.e., an assimilation effect, Burki-Cohen et al., 1989).
By varying the phonotactic probabilities of nonwords and the language environment), the answers to several research questions were sought. First, language exclusive nonwords (nonwords that had phonotactic probabilities unique to English or Spanish) were used to investigate the presence of a high phonotactic probability processing advantage in bilingual children. Second, high/low nonwords (nonwords with a high phonotactic probability in one language and a low phonotactic probability in the other language) were compared with the language exclusive nonwords to determine if the phonotactic systems of a bilingual child's two languages are stored together such that they interact during word processing. Finally, ambiguous nonwords (those with equal phonotactic probability in both languages) were used to investigate the influence of language environment on phonotactic processing. The nonwords were created by manipulating phonotactic probabilities in each language, recorded by two bilingual speakers, standardized for fundamental frequency and synthesized to become phonetically and acoustically ambiguous. Wordlikeness judgments in each language were obtained from monolingual English and bilingual Spanish-English adults. These results determined that adults were processing the varying phonotactic probabilities of the nonwords as designed and the words were appropriate stimuli for use in a word sorting task with bilingual children.
In an attempt to replicate aspects of a natural language environment, the current study first divided children into two bilingual testing groups: one where mostly English was spoken and another where mostly Spanish was spoken. Children watched cartoons illustrating the need for sorting nonwords into two languages before completing the word sorting tasks. The experiment was presented using MouseTracker (Freeman, 2011), which recorded the participant's response and mouse cursor movement (as a measure of decision complexity) as the child selected either Spanish or English.
Mixed level modeling results indicated significant differences in language choice but not decision complexity across the nonword types. First, bilingual children sorted language exclusive nonwords by focusing on whether the word was more probable in English or Spanish than whether the nonword had high or low probability within a language. Hence, these participants did not appear to benefit from a high phonotactic processing advantage. When children were sorting the high/low nonwords, they tended to ignore the fact that the nonwords had phonotactic probability in both languages, and treated them as belonging to the language in which they had the highest phonotactic probability. This finding would suggest that bilingual children do not appear to store the phonotactic systems of two languages together. Finally, results showed no effect of language environment when children were sorting the ambiguous nonwords. Overall, it appears that bilingual children focus on the overall phonotactic probability of a nonword (i.e., whether it is more probable in Spanish or English) during processing, while ignoring any dual phonotactic probabilities from two languages. These results are incorporated within a proposed model of bilingual word processing and a brief discussion of how these findings can be expanded to explain bilingual word learning is provided.
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Lilley, Patricia Rosemary. "Implementing local education authority policy : four year olds in school." Thesis, University of Hertfordshire, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302244.
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Soja, Nancy N. (Nancy Narva). "Ontological constraints on 2-year-olds' induction of word meanings." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/17219.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1987.Title as it appeared in M.I.T. Graduate List, September 1987: Ontological constraints on two-year-olds' induction of word meanings.
Bibliography: leaves 142-146.
by Nancy N. Soja.
Ph.D.
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Roelike, Haley Ann, and Haley Ann Roelike. "Mechanisms of Word Learning in 2- And 3- Year Olds." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625137.
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Children begin to master word learning in infancy (Bergelson & Swingley, 2012). Two
memory tasks, termed explicit encoding (EE) and fast mapping (FM), are typically used to
investigate word learning with children. In adults, explicit encoding, which refers to the clear and
direct naming of a novel object, allows memories to be stabilized rapidly and is supported by the
hippocampus. Fast mapping, which refers to the inference of a novel object by exclusion of a
familiar object, recruits the much slower cortex. Interestingly, the hippocampus is late
developing, meaning that younger children tend to not rely on word-learning and memory
processes that are supported by the hippocampus. Both the EE and FM word-learning methods
were tested with novel object-label pairs among 2-, 2.5- and 3-year olds. Because we presented
younger children with more exposures to these novel pairs in both EE and FM, we predicted
performance to be above chance and relatively similar across age groups and across tasks. Paired
t-tests were run in order to compare children's scores (demonstrated as the percent correct choice
in a two-alternative forced-choice test between two novel objects) in both EE and FM to chance.
Although performance on EE exceeded chance guessing, performance on FM was more variable
across age. Additionally, individual ANOVAs were run comparing EE and FM scores as a
function of age. No significant differences were found in the performance in both tasks across
age groups.
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Pesqueira, Lucero Ivette. "Do Naps Still Matter: 4-Year-Olds and Word Learning." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579296.
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The purpose of this study is to determine if there exists a relation between a child's napping status and performance in a word-learning task. In determining such a relation we can better understand the mechanisms that assist children with learning information allowing us to accordingly contribute to their success. To assess word learning we employed an object-context task where 34 children aged 48-53 months were trained on two labeled objects presented on colored fabric. During testing, these objects were simultaneously presented (on the same or a different fabric) and asked to identify the correct object. After applying a two-way ANOVA of sleep (no nap, nap) and context (same, different) on word learning performance, a significant main effect of nap on word learning performance was found, F(1, 30)= 6.53, p=.02. This finding is crucial as children this age are transitioning to fewer or no naps, which can impact their ability to learn new words.
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Vincent, John Terence. "Computer mediated multimodal text production : ten year olds crossing semiotic boundaries /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001495.
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Poobalan, Amudha. "Prevention of obesity : exploration of lifestyle in 18-25 year olds." Thesis, University of Aberdeen, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553836.
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Background: Adolescence to adulthood is a transition period, identified as a trigger point for weight gain and obesity but an under-researched age. Aims and objectives: This thesis identifies components crucial to 18-25 year olds in order to develop a lifestyle intervention for obesity prevention by identifying existing effective interventions and exploring their lifestyle related to obesity. Methodology: An initial systematic review identified and critically appraised evidence on effective interventions. An explanatory mixed method approach followed, to explore the lifestyle of 18-25 year olds in the Grampian region, using a questionnaire survey (quantitative) and focus groups (qualitative). A health behaviour theory was used to underpin the questionnaire. Seven focus groups were conducted. Results: The systematic review identified possible effective interventions, but these were short-term and conducted in specific groups in controlled environments. Based on 1313 responses, the self-reported prevalence of overweight or obesity was 22% and increased with age. Irregular meal eating patterns, decreasing physical activity levels with age, combined with high levels of snacking when younger (18-19 year olds) were associated with higher BMI. In spite of high intention, explained by attitudes, gender and employment status, translation of intention to actual behaviour was poor. Barriers preventing healthy lifestyle were time, organising skills during stressful periods and cost. Future health was not a major concern, and neither was winning nor impressing others. ‘Appearance’, ‘feel good factor’, ‘have fun’ and ‘get a buzz’ were major motivators. In spite of identifying some of the crucial elements important in this age group, recruitment and determining the ideal time to intervene will be the challenges still to be addressed. Conclusion: Small behavioural changes homing in on the immediate benefits along with sustained support are more likely to produce changes in young people’s lifestyle which in turn, might lead to prevention of obesity in the long-term.
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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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Stenebrand, Agneta. "Dental anxiety among 15-year-olds : Psychosocial factors and oral health." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. Oral hälsa, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26500.
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AIM: The overall aim of this thesis was to examine the associations between dental anxiety, experiences of dental care, psychosocial factors and oral health among 15-year-olds, and to analyse changes in the prevalence of dental anxiety over time. MATERIALS AND METHODS: The thesis was based on two cross-sectional epidemiological studies in Jönköping, Sweden. Papers I, II, and III were based on a random sample of 15-year-old individuals. The total sample consisted of 221 individuals. Six questionnaires were used, one included items of background data, while the others were psychometric instruments measuring dental anxiety, temperament, general anxiety and depression, general fearfulness and attitudes to dental care. Paper IV was based on the Jönköping studies, a series of epidemiological studies from 1973, 1983, 1993, and 2003 in which random samples of 15-year-old individuals were included. The total sample consisted of 405 individuals. Questionnaires including background data and dental anxiety were used and clinical data were collected. RESULTS: Of the 15-year-old individuals 6.5% were classified as dentally anxious with girls proportionally more fearful than boys (Papers I-III). Dental anxiety correlated significantly with three of the temperament dimensions; emotionality, activity and impulsivity. Reported pain or unpleasant experiences during dental care treatment were clear predictors concerning dental anxiety (Paper I). Both symptoms of general anxiety and depression were significantly correlated with dental anxiety after controlling for other potential risk factors (Paper II). Dental anxiety was associated with both general fearfulness and with attitudes to dental care, where the strongest predictor of dental anxiety was general fearfulness (Paper III). A trend analysis over the 30-year period showed a gradient of statistically significantly decreasing dental anxiety prevalence, from 38.1% in 1973 to 12.8% in 2003. Over the period the 15-year-old individuals with dental anxiety had significantly higher number of filled tooth-surfaces than those with no dental anxiety, and also more caries in 1973. There were no such differences concerning plaque and gingivitis (Paper IV). CONCLUSIONS: Dental anxiety in 15-year-olds correlated with experiences of dental care, psychosocial factors as well as to oral health. Specifically, pain experiences related to dental care, attitudes to dental care and general fearfulness seem to have the strongest impact on dental anxiety. Dental anxiety showed a clear declining change over time. More girls than boys reported dental anxiety. The thesis shows that dental care providers need paying attention on providing a supportive dental care situation, in which the patients should not experience pain. One part may be adequate local anaesthesia during operative dentistry or similar dental treatments. Another part may be a good oral health to prevent negative experiences of dental care. There is a need for the understanding of psychological factors associated with dental care procedures.SYFTE: Det övergripande syftet med denna avhandling var att bland 15-åringar undersöka sambanden mellan tandvårdsrädsla, erfarenheter av tandvård, psykosociala faktorer och oral hälsa, samt att analysera förändringar i förekomsten av tandvårdsrädsla över tid. MATERIAL OCH METOD: Avhandlingen baseraspå två epidemiologiska tvärsnittsstudier i Jönköping. I arbete I, II och III redovisas studier av 221 slumpmässigt utvalda 15-åriga individer. Deltagarna besvarade frågor avseende bakgrundsdata, tandvårdsrädsla, temperament, ångest och depression, generell rädsla samt attityder till tandvård. Arbete IV bygger på Jönköpingsstudierna, från 1973, 1983, 1993, och 2003, där sammanlagt 405 slumpmässigt utvalda 15-åriga individer ingick. Datainsamling gjordes med hjälp av frågeformulär, bestående av bakgrundsdata och tandvårdsrädsla, samt kliniska data. RESULTAT: Resultatet i arbete I, II och III visade att 6,5% av ungdomarna rapporterade hög tandvårdsrädsla, där en övervägande andel var flickor. I arbete I visade tandvårdsrädsla samband med tre av temperamenten; emotionalitet, aktivitet och impulsivitet. Rapporterad smärta eller obehagliga upplevelser under tandbehandling var tydliga prediktorer avseende tandvårdsrädsla. I arbete II visade både symtom på ångest och depression samband med tandvårdsrädsla, sedan effekterna av andra potentiella riskfaktorer hade kontrollerats för statistiskt. I arbete III visade tandvårdsrädsla starkt samband med både generell rädsla och med attityder till tandvård, där den starkaste prediktorn för tandvårdsrädsla var generell rädsla. I arbete IV visade en trendanalys en statistiskt säkerställd minskning gällande förekomsten av tandvårdsrädsla, från 38,1% år 1973 till 12,8% år 2003. Ungdomarna med tandvårdsrädsla hade signifikant fler fyllda tandytor än ungdomarna utan tandvårdsrädsla under 30-årsperioden, och år 1973 även mer karies. Det fanns inga sådana skillnader avseende plack och gingivit. SLUTSATSER: Resultatet visar att tandvårdsrädsla är relaterat till smärtsamma erfarenheter av tandvård, generell rädsla, och oral hälsa. Resultatet visar också att tandvårdsrädsla hos 15-åringar har minskat över tid och är vanligare hos flickor. Resultaten pekar på att tandvårdspersonalen har en viktig uppgift i att unga tandvårdspatienter inte utsätts för smärtsam behandling. Framtida forskning av intresse kan vara hur olika sätt att administrera lokalbedövning kan förändra uppfattningen av smärta och nivåer av tandvårdsrädsla.
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Phillips, Marilyn Eileen. "Classroom explorations of mathematical writing with nine- and ten-year-olds." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247053.
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In this dissertation, writing as a teacher-researcher, I present my longitudinal explorations (1992-2002) of the area of mathematical and paramathematical writing with grade four pupils (nine- and ten-yearolds) who have been members of my classroom (a public elementary school in Vancouver, British Columbia, Canada). Five main writing sites were used: mathematical journal writing, computer research journal writing, pen-pal letter writing (in conjunction with university pre-service students), different forms of in-class extended writing including reports of mathematical investigations undertaken by the pupils and (most significantly in terms of this dissertation) pupil textbook writing. The pupil writing from the last two sites came from one year, 1997-1998. The `writing debate' in English language concerning issues of teaching writing through `creative process' or through explicitly teaching specific `genre features' has a particular connection with this work, although my study is not formulated precisely within those terms. Certainly, during 1997-1998, my pupils were exposed to a variety of mathematical writing genres which contributed to their ability to produce the sophisticated textbook writing they did (even if it took me considerable time and effort in order to appreciate its nature). My analysis of their writing focuses on aspects of five key and interrelated features of writing: audience, purpose, form (genre), content and voice. Within these (increasingly overlapping and blurring) categories, l use certain tools of discourse analysis (in particular, attention to pronouns and general verb tense and mood) to identify and discuss specific features of their writing. In addition, l employ Eco's notion of model reader and Bakhtin's concept of addressivity in order to examine larger-scale features of my pupils' writing. These connect to conventional textbook forms and work reported in the research and professional literature, under the heading `writing to learn mathematics'. I coin the term paramathematical writing, in order to discuss writing that supports mathematics even though it is not directly mathematical by itself. I identify two forms of paramathematical writing: explicit personal text alongside more overtly mathematical writing and certain syntactic choices (allied to `voice') when writing text with the explicit intent of helping another pupil learn some mathematics. Finally, at a meta-level, throughout this dissertation, genuineness, caring and trust are themes that arise and interleave themselves through the discussion. Teacher research is examined as a generative process that produces, along with its particular products, seeds for on-going research.
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Harding, Jamie. "Success and failure in independent living among 16-17 year olds." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366535.
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Cassell, David J. "An investigation into the statistical understanding of 12-18 year olds." Thesis, Sheffield Hallam University, 1993. http://shura.shu.ac.uk/19430/.
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The aim of this project was to develop a model for the structure of the development of statistical thinking in students of secondary school age, i.e. 12-18. Previous research has tended to concentrate on individual problems and no large scale research has been carried out in this area. The aim was therefore to produce a model which encompassed all areas of Statistics and showed the building up of concepts. The basis of the model was a hierarchical structure based on Gagne's Cumulative Learning Theory, with due allowances made for subsequent criticisms of the rigidity of such a model. Models were proposed in five areas considered to involve the main principles of elementary statistics. Superimposed on to these maps of conceptual development was a 3-stage structure corresponding to classical Piagetian stages. Prior to testing a detailed survey was made of available techniques for examining the validity of such models. In particular the Inclusion Analysis technique devised by Clarke & White was carefully examined noting cases where it was inappropiate or invalid. After some initial testing and expert analysis the initial models were modified. The strength of the restructured models was examined by presenting detailed written tests to over 200 students in the age range under investigation. Using Clarke & White Inclusion Tests the strength of links between the concepts was tested and some justification given to the ordering of concepts in the hierarchy and adjustments made where necessary. The validity of grouping skills into 3 stages was tested and an attempt made to correspond these to age using correlation techniques. Although, from the data collected the full detail of the model could not be entirely supported, there was evidence to justify the main framework and certain key linkages to produce a final model. This enabled a detailed analysis of the National Curriculum and its United States counterpart to take place in terms of age-related content and structure. Suggestions were also presented to writers and curriculum designers in the light of research findings.
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Hattingh, Lone. "Literacy on the edge : three to eight year-olds make meaning." Thesis, Bath Spa University, 2014. http://researchspace.bathspa.ac.uk/5157/.
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Three to eight-year-old children's spontaneous and creative actions provide them with opportunities to call on their own stories and life experiences in their symbolic representations. Their symbolic representations offer a window onto their identities and their meanings, while providing the adults around them with an insight into their world by constructing meaning from the children's activities. These representations are frequently composed in the unofficial spaces that children inhabit, on the edges of the main literacy teaching and learning activities of the classroom, nursery playroom and home, and are indicative of the children's social worlds and literacy practices, made visible in their artefacts as they draw, model, make marks and role play. The study takes place in a small nursery and primary school, and consists of ethnographic case studies which allow for the scrutiny and analysis of the artefacts made by the children at home and at school. The data comprise images offifteen children's representations, supported by field notes and conversational interviews. The analysis of the data recognises the need for a respectful and ethical approach to the interpretation of children's meaning-making strategies. Role play, drawings, cut-outs and selected artefacts and found objects are some of the methods and contexts children employ to express their voices and to build theories of action through reflection and representation of their thoughts, experiences and feelings. The children's meanings provide opportunities for exploration, experimentation and critical thinking. The approach, which is taken in the interpretation of the children's attempts to communicate meaning through their symbolic representations, reflects an ethical pedagogy where the child is listened to and their meaning-making is interpreted on their own terms. The thesis argues that literacy is predicated on making meaning, and that this should be supported by recognising the need for children to communicate and make their meanings visible in their artefacts and symbolic behaviour. The findings support the thesis and suggest that there is a need to acknowledge that young children are literate in the way in which they use their symbolic representations to say what they mean, and that the richness of children's meaning-making practices is particularly evident when they are engaged on the periphery, or edges, of the main literacy activities in their homes and educational settings.
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Lawrence, Penny. "Observing and understanding decision-making in two-year-olds in dialogue." Thesis, University of Winchester, 2017. http://repository.winchester.ac.uk/879/.
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This study critically examines how the decision-making of two-year-old children may take place and may be interpreted in dialogue. The aim is to increase adult understanding of the decision-making experiences of children. The decisions, as perceived by parents and practitioners as participants, are situated within the non-verbal as well as the verbal dialogue of the children and are interpreted through the dialogue of the interpreting adults. Case studies focus on three children drawn from families and settings willing to engage in extensive observation and analysis. The study is conducted with dialogism meta-theory containing a contextual social constructionist approach. The principal research methods are naturalistic video observations of the children over the course of their third year and video analysis sessions with parents and practitioners. I use a second-person approach to observation that acknowledges my presence with the children. Phenomenological principles underpin the interpretation. Multi-modal interaction analysis accesses aspects of the children’s phenomenal minds (here indicating no separation of mind and body), namely their expressions and responses to each other. The children’s dialogue is discussed in terms of Buber’s I-You relation and I-It attitude to the other, and in terms of what the children make relevant in their decisions in and with the world. Questions are raised about how decision-making in dialogue can be understood, discussing in particular the situated nature of this understanding, with the aim of contributing to the processes of observation and understanding in the future. A key contribution of the study is the exploration of mutuality and contextual knowing involving the perceptions of the adults closest to the children, and the contextual continuity of knowing in adults developing professional judgement in situations of uncertainty, and yet of relevance to the children.
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Gordo, Ivor. "How might poststructuralist ideas influence the teaching of 10 year olds?" Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14322/.
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This action research project examines my development as a philosophy teacher and the impact my lessons have had on a class of 10-11 year old pupils. My wish was to develop a style of philosophy that best fitted my epistemological outlook – an outlook informed by poststructuralism. This thesis chronicles my second year of philosophy teaching, during which I attempted to move beyond teaching philosophical thinking skills toward a philosophy that was inspired by my thoughts on post-structuralism. During the academic year 2009-2010, I took a Year 6 class (pupils aged between 10-11 year olds) for a series of weekly philosophy lessons. I did not have a clear idea of the direction the post-structuralist philosophy lessons would take, so I decided an action research project would help me to me make incremental improvements as the cycle progressed. The action research project consisted of three cycles with each cycle concluding in an action plan to further improve the poststructural dimension of lessons. A distinctive approach to teaching a post-structural influenced philosophy was developed. The findings of the study show that a poststructuralist influenced philosophy has much to offer practitioners who wish to explore the practical application of poststructuralism in a classroom.
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Rost, Gwyneth Campbell. "Object categories provide semantic representation for 3-year-olds' word learning." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2764.
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Word learning implies learning of both a phonological form and its referent. For nouns, the referent is typically a category of objects, with variability between objects within the category but an overlying similarity that allows them to be categorized together, to function similarly, and to be called by the same label. We hypothesized that by strengthening knowledge of the category of referents a word refers to, we could strengthen learning and use of the word.
Three-year old children were provided with elaborated referent category information in the form of multiple exemplars of the referent category. In the first manipulation, children were trained on identical exemplars or variable exemplars. A second manipulation provided children with variable exemplars that had been distributed to support a prototype. Children in the third condition, who were provided with a prototype plus variants, learned words best in expressive and receptive tasks, when tested on trained and untrained items, and at two time points. In a second manipulation, we asked if simultaneous presentation of multiple exemplars leads to better learning of the object label than sequential presentation. Results indicated little difference. We conclude that 3-year-olds learn words best in the presence of variability distributed to highlight both invariant elements of the referent category and those elements that are allowed to vary.
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Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.
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Foreign language immersion programs, wherein the regular school curriculum is taught through the foreign language, have become increasingly widespread in recent years. Although there have been a plethora of studies reporting on second language immersion programs involving school-age programs, there is a dearth of information describing such programs for preschoolers. The purpose of this study was to observe and describe an immersion program for three-year-olds, particularly with respect to specific features of early stages of the language acquisition process. The primary area of interest was to determine the existence of and features of a silent period for these children. Secondary goals included analyzing the kinds of speech that emerged in the early stages of language acquisition, to whom it was directed, and the circumstances under which it was produced; discovering when and how the children manifest bilingual awareness; and ascertaining what strategies were used by them for comprehension. Using a qualitative case study approach, eight monolingual three-year-olds attending a Spanish-language immersion school were observed using participant observation methodology for a total of 98.35 hours between September 6, 1994 and March 17, 1995. Classroom observation was supplemented by questionnaires completed by the children's parents, and by interviews of parents. The data generated revealed that although there is wide variation in the amount of speech produced by the children and when it was produced, there was no silent period for most children. These results are inconsistent with the literature which generally assumes that such a period exists. The study also revealed that although language mixing occurred, it appeared to be a function of language dominance and did not reflect mixing in the input. Children used a variety of strategies to make sense of the Spanish surrounding them, the most important of which was attending to context clues. Finally, all the children manifested bilingual awareness at the same time they began to produce Spanish utterances.
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Pickard, Zoe. "Drug use among 11-16 year-olds in Stockton-On-Tees : how family attitudes and perceived social norms are linked to drug abuse in 11-16-year-olds /." Leeds : University of Leeds, 2006. http://0-www.leeds.ac.uk.wam.leeds.ac.uk/library/secure/counter/geogbsc/200506/pickard.pdf.
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Semenchuk, Michael Gene. "The firesetting behaviour of 10 to 17 year-olds : an investigative study." Thesis, De Montfort University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414934.
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Tiedeman, Nathan. "Screening and Brief Intervention for 12-25 Year Olds in Primary Care." Diss., North Dakota State University, 2016. http://hdl.handle.net/10365/25562.
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Tiedeman, Nathan George. "Screening and Brief Intervention for 12-15 Year Olds in Primary Care." Diss., North Dakota State University, 2016. https://hdl.handle.net/10365/27996.
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Alcohol is a widely enjoyed, misused, and abused legal substance consumed in the United States. Although alcohol is a legal substance in the United States, the consumptions does not come without risks. Alcohol is known to contribute to 60 known and preventable diseases. Adolescents socialize by using alcohol in their family lives, social gatherings, and among their own peer groups; they observe television programming and commercials, as well as social media, that feature alcohol. Adolescents do not have the experience or knowledge to understand the long-term physical and mental strain that alcohol puts on a person?s body. In South Dakota, 75% of teens have consumed alcohol prior to the ninth grade (Prairie View Prevention Services, 2014). Chronic and heavy drinking during adolescence has been linked to cognitive deficits and alterations in the brain?s activity and structure. Adolescents who begin drinking before the age of 15 are five times more likely to develop alcohol abuse than individuals who start at the legal age of 21 (NIAAA, 2015b).
The project?s purpose was to implement a practice-improvement change in the primary-clinic at Coteau des Prairie Health Care System in Sisseton, SD. Through evidence-based screening tools, the Alcohol Use Disorder Identification Tool (for ages 18-26) and the Alcohol Screening and Brief Interventions for Youths (for ages 12-17), providers were given tools to appropriately screen patients in the selected age range for the presence of alcohol use and/or abuse. A quick-reference guide was developed for the providers; the guide contained age-specific brief interventions and a referral list of alcohol-specialty facilities in the region; the guide was an attempt to curb patients? present and future alcohol use and misuse. After the implementation, medical providers were surveyed about the project?s effectiveness or efficacy at the clinic. The medical providers agreed or strongly agreed the project increased the prevalence of screening practices, improved clinical practice with brief interventions, and assisted with identification of referral services to match the specific needs of each individual. Screening and education about the risks of alcohol and early intervention strategies were successfully implemented into the project setting, improving clinical practice in Sisseton, SD.
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Archdeacon, Alyssa Lyn. "Generating Targetable Areas for Improving Malnutrition Status among 2-5 Year Olds." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1517308923555154.
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Axberg, Ulf. "Assessing and treating three to twelve-year-olds displaying disruptive behaviour problems /." [Skövde : Ulf Axberg], 2007. http://hdl.handle.net/2077/4697.
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Preece, Jenny. "Interpreting trends in graphs : a study of 14 and 15 year olds." Thesis, n.p, 1985. http://ethos.bl.uk/.
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Fordemwalt, Elizabeth 1940. "Curriculum guide for all day program for three and four year olds." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276721.
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The teaching of young children has been of varying interest to educators, but with as many as 62% of women with children under the age of six in the workforce early childhood education in all-day programs assumes added significance. While many good quality curriculum guides are available for half-day programs there are few for all-day programs. This curriculum guide for an all-day program for three and four year olds addresses the physical learning environment of the center and the role of the teacher as well as the written program. A set of goals encompasses the entire day, acknowledging the role of the center in socialization and acculturation. Sample plans and evaluation techniques show clearly how these goals may be accomplished. It is hoped that such a curriculum guide may enable the non-education major to achieve an excellent program which will foster the social, emotional, cognitive and physical growth of the children.
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Whiteside, Kelsey Kristin. "Isolating the Effect of Naps on Verb-Generalization in 3 Year-Olds." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578928.
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Research has shown that young children tend to pay more attention to objects than to the motions of or relationships between objects, and in order to get past this tendency, children need to see the verb performed multiple times by the same exemplars. This suggests that children are limited in their ability to generalize upon first learning a verb. Given research that sleep promotes generalization, this study investigates the role of napping in verb-generalization of three year olds. In Experiment 1 participants were trained on new verbs and tested on generalization immediately, and in Experiment 2 participants were trained on verbs and tested after a 4.5 hour delay which included a nap. Participants in Experiment 1 did not generalize the verbs at significantly higher-than-chance score. Participants in Experiment 2 also did not generalize the verbs at a significantly higher-than-chance score, but the mean approached significance and possibly created a trend with previously reported data. Compared with previous studies, these results indicate that (1) sleep plays an active role in verb-generalization and (2) verb-generalization may be the result of a combination of nap and nighttime sleep.
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Sterling, Lisa Ashcraft. "Women's Development in Late Life: A Qualitative Study of 70- and 90-year-olds." Xavier University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1383574213.
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van, Hees Jannie. "Oral expression of five and six year olds in low socio-economic schools." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/9792.
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The quality and quantity of children's capacity to oral expression is shaped and influenced by the social and environmental conditions in which they exist and operate. While genetic factors cannot be ignored, variability in children's language acquisition and expression is to a great extent the result of the quality and quantity of environmental language input and output. The effectiveness of learning conditions in the classroom has the greatest potential, outside of home and family, to provide the quality and quantity of interaction and discourse these children need to exponentially expand their English language expressive capacities. It is the classroom in which five and six year old children find themselves for six hours, five days a week, forty weeks per year, that is the focus of this thesis. Of particular interest is the low socioeconomic school Year 1 and 2 classroom, where the environmental conditions of interaction and discourse play such a vital role in enabling or disabling the children's capacities to acquire and use English. Typically, it appears classroom interactional and discourse patterns and conditions result in reductive rather than expansive discourse and learning engagement, where a child's expressive and participatory opportunities are highly restrictive, and the quality and quantity of students' expression is less than optimal. This research investigates the expressive realities of five and six year old students in four classrooms in four different low socio economic schools as viewed through a series of filters and lenses at two points in time, six months apart. The expressive and participatory behaviours of all students in the four classrooms were assessed; the vocabulary and expressive resources of twelve selected case study students measured; and a number of spontaneously produced oral texts by six of the case study students were micro-analysed via video analyses. Insights were expanded by microanalysing these same students interactional and discourse realities as viewed through two sets of lenses - that of each of the students and that of their teachers. Further, between Time 1 and Time 2, the four teachers in the study participated in an intervention designed to expand their knowledge and practices about optimising interactional and discourse conditions in the classroom, followed by 10 weeks of implementation. Major findings include that the majority of five and six year old students in low socio-economic schools in this study are highly constrained expressively, and that 'typical' interactional and discourse patterns operating in classroom lessons do not provide optimising conditions for students' quality and quantity of expression, and expanding their language and cognitive acquisition potential. The study also shows that by providing teachers with explicit interactional and discourse knowledge and practices, pedagogical shifts can occur quite rapidly, leading to increased optimisation of classroom conditions, with resultant changes to the students' quality and quantity of expression and enhancement of their acquisition and uptake potential.Whole document restricted until Dec. 2013, but available by request, use the feedback form to request access.
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Pearce, Claire. "Adolescents' attitudes to epilepsy : a survey of 14-16 year olds in England." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444971.
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Gray, Michael Edward Peter. "Preconceptions of the Holocaust among thirteen and fourteen year-olds in English schools." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021623/.
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Existing research suggests that when pupils study the Holocaust in their history lessons at the age of thirteen or fourteen, they are likely to arrive with a wide range of ideas, beliefs and understandings about the subject. This study sought to examine whether or not this was the case and if so, the nature of these preconceptions. It focused exclusively on pupils’ understandings and conceptions of the Holocaust before they had formally studied the subject in their history lessons. Using complementary methods, the research was conducted on 298 pupils from four different schools in Oxfordshire and London. All pupils completed a spider diagram exercise and a three page questionnaire, with thirty-six pupils participating in either one or two semi-structured interviews involving various open-ended questions and specifically designed tasks. This study found that almost all pupils who participated in the research had considerable and meaningful knowledge of the subject. Consequently, this thesis highlights trends in pupils’ thinking about the Holocaust in a wide range of areas, such as why the Jews were treated in such a manner; who carried out this treatment and why the Nazi killing of the Jews ended. It concludes by highlighting the implications for practice, with specific reference to curriculum planning as well as teaching in the classroom. This study demonstrates that thirteen and fourteen year-olds do arrive in their lessons on the Holocaust with a wide range of preconceptions and that this likely to affect the way that they understanding and learn about it.
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Morris, Anya Caroline. "School science for six year olds: a neo-vygotskian approach to curriculum analysis." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6867.
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The purpose of this study is to describe the form of knowledge that is made available to six year olds as 'Science' in key South African Grade R curriculum texts. The study draws on a neo-Vygotskian conceptualisation of forms of knowledge and child development to develop a language of description in terms of which the selected texts are analysed. Representations of knowledge in the curriculum texts are described in relation to the notion of a simple scientific concept, an idea that was derived from a neo-Vygotskian conceptualisation of knowledge. A simple scientific concept is consistent with scientific criteria and functions as an entry level concept in relation to scientific knowledge. Findings indicate that the Grade R science curriculum represents knowledge in terms of everyday concepts and 'potential' scientific concepts, i.e. concepts that have the potential to prompt the Grade R educator to translate an everyday concept into a simple scientific concept. However, the curriculum does not represent any concepts in ways that conform to the criteria for scientific concepts, including simple scientific concepts. The study concludes that the official recontextualisation of scientific knowledge into Grade R school science is problematic because the Grade R science curriculum represents knowledge mostly in everyday terms. The implications are that Grade R learners are not given the opportunity to acquire the form or content of scientific knowledge or to develop the cognitive skills required for formal schooling.
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Greenwood, Toby. "What Makes Art Good?A Case Study of Children’s Aesthetic Responses to Art Works." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5751.
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This study explores what 10-12-year-old students say they like and value in works of visual art. As the participants talk about their own and other people‟s art works they are formulating and expressing aesthetic responses and beginning to shape their individual aesthetic awareness. Because of the age of the participants, the exploration is framed in terms of “what makes art good”.
The research was prompted by the introduction and implementation of the New Zealand Curriculum (2007), which not only positions art as a core area of learning, but also outlines values and key competencies that characterise a constructivist approach to knowledge. Such an approach requires active engagement by learners and suggests that it is important for teachers to understand their students‟ values and views. However, in the field of art education there is little published material that examines the views and reactions of students. A broadly qualitative approach to the case study was taken, drawing particularly on phenomenography and narrative.
The study found that 10-12 year-old students do actively make judgements about art works, and while there are common themes that occur repeatedly, the bases of such judgement vary from student to student. The study also found students‟ ways of approaching art-making varied, with some, for example, concerned predominantly with the technical process while others were more interested in imagery or narrative intention.
The thesis argues that it is important for teachers to be aware of how their students individually process their aesthetic responses in order to develop relevant and appropriate programmes.
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Place, M. "The psychological functioning of adolescents in the community." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234491.
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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 EducationLiteracy 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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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1758.
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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.