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Perez, Daniela. "ADULTS’ KNOWLEDGE OF CHILD DEVELOPMENT AND CHILD GUIDANCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/438.
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Decades of research studies suggest that the quality of parenting skills and parenting knowledge about children’s development have profound effects on children’s development. Studies to date show that most adults lack knowledge of child development and developmentally-appropriate child guidance. These studies, however have focused on white, middle-class, well-educated women and are limited in the range of issues addressed. The purpose of this study was to gain a more accurate understanding about adults’ knowledge of child development and child guidance by assessing female and male adults using an ethnically diverse population. Data from 705 adult participants showed that adults knew more than expected about child development, but lacked knowledge about developmentally-appropriate child guidance. Knowledge also varied by the amount of child development coursework taken. Results also showed that females were more knowledgeable than males, and knowledge varied somewhat by ethnicity with European-Americans being more knowledgeable in both child development and child guidance than other ethnic groups. These findings suggest that more work needs to be done to disseminate research- and evidence-based findings about child development and child guidance as the implications of this knowledge for child well-being are profound. The results of this study help to inform the design and content of parent education classes and related interventions to address gaps in knowledge and skills.
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Kwon, Sungjoon. "Essays on Child Care and Child Development." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555081885197715.
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Pollitt, Ernesto, and Patricia Kariger. "Breastfeeding and child development." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99744.
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This brief review focuses on the advantages and disadvantages of human lactation for the mental development of children. The review covers theree tapies: (1) Correlation between type of feeding and performance on different mental tests administered befare and after the first three years of postnatal life, (2) Prevention of nutritional deficiencies that have adverse effects on cognition and prevention of sequels from pre-term births and low birth weight; (3) Contamination of human milk.The purpose is to provide a representative view of these three tapies. Our evaluation of the publised data shows that the information does not allow for definitive conclusions, particularly in reference to the first and third tapie. The strongest available evidences is found on studies of the effects of free fatty acids on cerebral growth and on longitudinal studies of pre-term children of low birth weight. In our impression it is necessary to evaluate carefully the recommendation of the World Health Organization regarding the benefits of lactation in those cases when drugs or enviromental minerals and chemicals have contaminated human milk.<br>Esta reseña focaliza las ventajas y desventajas que ofrece la lactancia para el desarrollo mental del niño. Los estudios se refieren a tres temas: 1) correlación entre tipo de alimentación y rendimiento en diversas pruebas de desarrollo mental antes y después de los primeros tres años de vida; 2) prevención de deficiencias de nutrimentos que afectan adversamente el desarrollo del niño y prevención de secuelas en el desarrollo en niños nacidos antes de termino y con bajo peso; y 3) contaminación de la leche de pecho por drogas y contaminantes ambientales.Se presenta una visión sobre los efectos del amamantamiento dentro los tres temas a tratar. Nuestra evaluación indica que los estudios no permiten llegar a conclusiones definitivas, particularmente en el caso de los temas uno y tres. La mejor evidencia disponible se refiere al segundo tema; sobre todo en el caso de los efectos de los ácidos grasos en el desarrollo del cerebro y aquellas provenientes de estudios longitudinales de niños que nacieron antes de termino y con muy bajo peso. En nuestra opinión es necesario obrar con mucha cautela en la evaluación de las recomendaciones de la Organización Mundial de la Salud sobre la lactancia en aquellos casos en los que la leche de pecho puede estar contaminada por drogas o por contaminantes ambientales.
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Philion-Hunter, Sophia Lynne. "Child care subsidies and child development : how four mothers story their experiences of their child(ren)'s development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42238.
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This study’s purpose was to allow space for the voice of mothers in the realm of child care subsidy and child development research. Four Canadian mothers storied their experiences of their child(ren)’s development during a time in which they lacked child care subsidies. Each participant participated in a semi-structured interview designed to invoke narratives relating to their experience of their child(ren)’s development. Though each of the participants’ stories was analyzed individually, a cross-sectional analysis revealed common themes which spanned across each of their stories. These themes included a desire for a community, a sense of struggle, feelings of guilt, and changes. The mothers shared, through their narratives, that each perceived lack of child care subsidies as negatively affecting their child (ren)’s development. Implications of the study’s findings on social work practice at various levels of intervention were discussed, as well as recommendations for future research inquiries.
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Ramos, Veloza Mario Andres ramos veloza. "Three Essays on Child Development." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462785504.
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Meakin, Peter Timothy. "Sociodramatic play and child development." Thesis, n.p, 2004. http://ethos.bl.uk/.
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Puskas, Marcia L. "Creative play and child development." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/185.
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Tonetto, Elena <1992>. "Child Labour and Economic Development." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9990.
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The topic discussed in this thesis concerns a reality that closely lies at my heart: child labour, in fact, does not just represent an obstacle towards economic and social development, but first of all constitutes a violation of human rights. It is a plague that still continues to affect not only the world poorest countries, in which high rates of illiteracy, misery and the presence of deeply rooted cultural attitudes make child labour a challenging problem to eradicate, but also the developing ones.
In the first part of the dissertation I deal with the international legislation concerning child labour, from its definition and causes to the ILO and UN Conventions and Protocols aimed at protecting children from all forms of exploitation and illicit activities. In particular I pay major focus on the ILO Minimum Age Convention No. 138 (1973), the ILO Worst Forms of Child Labour Convention No. 182 (1999) and the UN Convention on the Rights of the Child (1989), the three most important documents on children rights. I also examine in broad terms the legal frameworks characterising different geographic areas - namely EU and Eurasia, Asia and the Pacific, North of America, Latin America and the Caribbean, Sub-Saharan Africa, Middle East and North Africa - and which programmes have been implemented by governments in order to address child labour issue. Furthermore, I analyse more in detail how child labourers are involved in the production process in some of the most commonly used goods at global level, such as cotton, sugarcane, cocoa and gold.
In the second part I describe how a sustained economic development reduces child labour over time, and the results suggest serious commitment by governments to promote long term growth in order to curtail the threat of child labour.
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Yan, Jia. "Parent and Child Contributions to Child Emotion and Emotion Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1590754886662468.
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Lo, Pang-yuen. "Early childhood growth patterns and adult health indicators." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38030603.
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Korhonen, J. (Jasmi). "Development of foster mother-child attachment." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201405211433.
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The impact of early attachment relationships and child-adult attachment relationships to children’s social and emotional development has been recognised for a long time. Since the pioneering attachment theories of John Bowlby and Mary Ainsworth highlighting the importance of secure child-adult attachments, many other theories from various perspectives have risen to fill in the gaps. These theories are examined with the framework of foster care in mind. In Finland, the primary solution for children in insufficient care is family-based foster care. In practice, a child is placed in a new family, while maintaining contact with their biological family. Previous studies have shown that young children tend to form new attachment relationships in the foster family (Cole, 2005). The formation of new attachment relationships in foster care settings can be affected by many external factors, such as foster parent behaviour (Schofield & Beek, 2008; Dozier et al., 2006), foster parents’ attitude towards biological parents (Andersson, 2008) and age of the child at the time of placement (Smyke, Zeanah, Fox, Nelson & Guthrie, 2010). Some studies also suggest that keeping contact with biological parents may in fact increase the foster child’s chances of forming secure attachments in the foster family and identifying with the foster family (Haight et al., 2003). In addition to existing theories and foster care studies and interventions, this thesis utilises the narratives of three Finnish foster mothers in answering the research question: “How do foster mother-child attachment relationships develop in foster families?” The foster mothers were instructed to write about their relationship with their foster child(ren), with reference to the development of their relationship, the nature of the current relationship, and what they think their relationship will be in the future. The three narratives are analysed from a phenomenological perspective, with the help of Giorgi’s Psychological Phenomenological Method. All of the three narratives give accounts of attachment formation between the foster mother and foster children, and include reference to themes such as age at time of placement, the process of forming an attachment, and keeping contact with the biological family. They also bring out the paradoxical nature of fostering a child, of not being the real parent but having to behave as one, and how this affects the foster mother emotionally. All three foster mothers highlight the impact of the foster child’s previous attachment relationships to the formation of their relationship with the child. Furthermore, the foster mothers’ experiences give reason to believe that the younger the child is at the time of placement, the easier it is for them to form an attachment to the foster mother<br>Varhaisten lapsi-aikuinen kiintymyssuhteiden vaikutus lapsen sosiaaliseen- ja tunnekehitykseen on jo pitkään tunnistettu. John Bowlbyn ja Mary Ainsworthin uraauurtavat kiintymyssuhdeteoriat painottavat etenkin turvallisen kiintymyksen tärkeyttä lapsen tulevan kehityksen kannalta. Näiden tunnettujen kiintymyssuhdeteorioiden jälkeen muita, eri näkökulmista kiintymystä tarkastelevia teorioita on kehitetty lisäämään ymmärrystämme kiintymyssuhdeilmiöstä. Tässä tutkimuksessa kiintymyssuhdeteorioita tarkastellaan nnen kaikkea sijaisperhetoiminnan näkökulmasta. Jos lapsi joudutaan sijoittamaan muualle kuin biologisen perheensä luo syystä tai toisesta, on Suomessa ensisijainen ratkaisu sijaisperhehoito. Käytännössä tämä tarkoittaa, että lapsi siirretään uuteen perheeseen, mutta hän silti säilyttää yhteyden biologiseen perheeseensä. Aikaisemmat tutkimuksen osoittavat, että pienet lapset useimmiten muodostavat uusia kiintymyssuhteita sijaisperheessään (Cole, 2005). Uusien kiintymyssuhteiden muodostumiseen voivat vaikuttaa monet ulkoiset tekijät, kuten sijasvanhemman käytös (Schofield & Beek, 2008; Dozier et al., 2006), sijaisperheen asenne lapsen biologisia vanhempia kohtaan (Andersson, 2008) ja lapsen ikä sijoituksen alkaessa (Smyke, Zeanah, Fox, Nelson & Guthrie, 2010). On myös tutkittu, että sijaislapsen kiintymystä sijaisperheeseensä voi vahvistaa jatkuva yhteydenpito biologisiin vanhempiin, sen sijaan että se toimisi kiintymystä heikentävänä tekijänä (Haight et al., 2003). Olemassaolevien teorioiden ja sijaisperhetutkimusten lisäksi, kolmen suomalaisen sijaisäidin narratiiveja käytetään apuna vastaamaan tutkimuskysymykseen: ”Miten sijaisäidin ja sijaislapsen välinen kiintymyssuhde kehittyy?” Sijaisäitejä pyydettiin kirjoittamaan heidän suhteestaan sijaislapseen sekä sijoituksen alussa, että tällä hetkellä. Lisäksi heitä pyydettiin arvioimaan millainen suhteensa sijaislapseen olisi tulevaisuudessa. Narratiivit analysoitiin fenomenologisesta näkökulmasta, käyttäen avuksi Giorgin psykologista fenomenologista metodia. Kaikki kolme narratiivia sisältävät tietoa yhteisistä teemoista, kuten lapsen iästä sijoituksen alussa, kiintymyssuhteen muodostumisesta, sekä yhteydenpidosta biologiseen perheeseen. Ne tuovat myös esiin sijaishoidon paradoksaalisen luonteen, sen kuinka sijaisvanhemman tulisi käyttäytyä kuin lapsen oma vanhempi sitä kuitenkaan olematta, ja kuinka tämä vaikuttaa sijaisäitiin henkisesti. Kaikki sijaisäidit myös korostavat lapsen olemassaolevien kiintymyssuhteiden vaikutusta suhteeseensa sijaislapsen kanssa. Sijaisäitien kertomukset antavat jopa viitteitä siihen, että mitä nuorempana lapsi sijoitetaan sijaiskotiin, sitä helpompaa hänelle on muodostaa uusi kiintymyssuhde sijaisäitiin
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Hiatt, Kirk Henry. "Landscapes of Play: Supporting Child Development." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338250973.
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MacCallum, Fiona. "Families with a child conceived by embryo donation : parenting and child development." Thesis, City, University of London, 2004. http://openaccess.city.ac.uk/21114/.
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Embryo donation is the process whereby surplus embryos resulting from IVF procedures are donated to infertile couples. Children conceived using donated embryos are thus raised by two parents with whom they share no genetic relationship, as are adopted children. However, embryo donation families differ from adoptive families in that the parents experience the mother’s pregnancy and the birth of the child, and the children themselves are not relinquished by their birth parents. The aim of the current study was to assess the quality of family relationships, and the psychological development of children, in families with a child conceived by embryo donation. This is the first study worldwide of families created as a result of this process. A sample of 21 families with a child conceived by embryo donation was compared with 28 families with a child adopted in infancy and 30 families with a child conceived through IVF using the parents’ own gametes. This second comparison group of IVF families was included to control for the experience of infertility and high-tech reproductive procedures. All parents were seen when the child was aged between 2 and 5 years. Standardized interviews and questionnaires were administered to mothers and fathers to assess parent-child relationships and the child’s socioemotional development. In addition, data were obtained on parents’ experiences of the assisted reproduction or adoption procedure, and their attitudes towards disclosure of the child’s origins. No group differences were found for the quality of parenting variables, including parental warmth, sensitivity, and control. Embryo donation mothers and fathers obtained significantly higher scores on measures of emotional over-involvement and defensive responding than did the adoptive or IVF parents. Furthermore, embryo donation parents were less likely to disclose the method of family creation than adoptive or IVF parents. With respect to the children, no group differences were found for socioemotional functioning. The results indicate that embryo donation parents’ experience of the pregnancy and the birth of the child does not appear to result in more positive parenting as compared to adoptive parents. Neither does the lack of genetic links lead to less positive parenting as compared to IVF parents. The greater secrecy of embryo donation parents does not seem to have adversely affected the children at this age, with no evidence of raised levels of emotional or behavioural problems. The findings are discussed in terms of the implications for understanding the role of genetic and gestational links between parents and children.
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Chien, Nina Chisan. "Context matters the effects of geographic variations in cost of living and family income on children's well-being /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970613551&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Jiminez, Alan N. Sanchez. "Essays on child development and skills formation." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553064.
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This thesis is a collection of essays on the process of accumulation of health and nutrition, cognitive and non-cognitive skills over early stages of the life cycle in less developed coun- try contexts. The first essay assesses the effects of early-life exposure to armed conflict on human capital. The analysis exploits the availability of a unique dataset that permits us to trace the intensity of the Peru 1980-2000 armed-conflict across regions and over time at the monthly frequency. This allows the implementation of several econometric strate- gies to convincingly identify the effect of the conflict on infant mortality and nutritional status, finding very large effects for the latter outcome. The second essay contributes to the debate on the origins of skills by making the point that early nutritional investments are likely to be one of the main drivers of non-cognitive· skills formation, building on findings from the early childhood development literature. Empirical evidence support- ing this notion is presented using longitudinal data from four developing countries. The third essay looks at the early-life impact of temperature variation on the formation of human capabilities of a sample of children growing up in the Peruvian highlands, an area where cold events such as frosts are widespread. The analysis provides evidence that early-life temperature levels below long-term averages translate into lower cognitive and non-cognitive scores at later ages. The results corroborate the importance of early investments while at the same time offer a first quantification of the consequences of climatic variation in the Andean highlands.
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黃艾珍 and Ngai-chun Wong. "Preschool quality and child development in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236297.
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Yates, Shari. "California Community Colleges Child Development Laboratory Schools." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670462.
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<p> Community colleges in California are the primary source for preparing the early childhood care and education (ECE) workforce. The California child development lab school mission is to prepare ECE practitioners, provide a laboratory where college students can study and research child development/education, and offer a service to children and families. There are many benefits that are derived from laboratory schools but many community college lab schools have been reduced and/or closed over the past three years. The purposes of this Delphi study were (a) to examine the most pressing issues, problems and barriers facing California community colleges child development labs schools; (b) rate the importance of the issues, problems, and barriers identified; and (c) elicit experts' recommendations for the most viable solutions to help California child development laboratory programs maintain viability. A Delphi method was utilized procuring a panel of ECE experts that identified and rated the most pressing issues, problems and barriers, and generated viable solutions for California child development laboratory schools' viability. The key statistical processes used in this Delphi research were measures of central tendency and measures of dispersion. The ECE experts recommended solutions to increase a greater understanding of early childhood care and education, allow more support, and secure more financial assistance for the lab schools. A comprehensive infrastructure approach of government, policymakers, and community college leaders is required for California community college child development lab schools' viability. The data gathered from this study develops five potential benefits for laboratory schools including: (1) providing rationale for policy construction regarding statewide community college lab programs; (2) deciphering the most pressing problems and barriers that California community college child development laboratories are facing; (3) soliciting solutions to maintain viability for child development lab programs; (4) contributing to the development of statewide recognition and possibly legislation on funding sources for California community college child development laboratories; and (5) ensuring the survival of California community college child development laboratory schools.</p>
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Schmueli-Goetz, Yael. "The child attachment interview : development and validation." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252171.
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Wong, Ngai-chun. "Preschool quality and child development in Macau /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19884060.
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Isaacs, Nthabiseng Rosalind Bertha. "Child justice: an analysis of the development of child justice reform in Botswana." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020094.
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This dissertation addresses the developments of child justice in Botswana. The first ever child justice that was established is discussed with the aim to understand the influence it had on Botswana with regard to the nature of the proceedings and the founding principles of child justice and its application in the courts. International Conventions that have a bearing on the rights of children in Botswana, such as the Convention on the Rights of the Child, the United Nations Standard Minimum Rules for the Administration of Juvenile Justice, the United Nations Rules for the Protection of Juveniles Deprived of their Liberty, the United Nations Guidelines for the Prevention of Juvenile Delinquency and the African Charter on the Rights and Welfare of the Child are discussed. The measures that are currently in place for the protection of children who are in conflict with the law are examined with particular emphasis on those children that are arrested and detained. A comparison is drawn between the Children’s Act CAP [28:04] OF 1981, the Children’s Act 8 of 2009 and the South African Child Justice Act 75 of 2008 and the differences between the systems are highlighted. The provisions of the 2009 Act pertaining to children in conflict with the law are discussed in depth and shortfalls of the 2009 Children’s Act are identified. Diversion, as a form of correctional action, is discussed in light of international conventions. The provisions regarding the diversion of child offenders in the Child Justice Act are interrogated. Trial procedures under the 2009 Children’s Act are discussed and compared to those in South Africa including measures in place for the sentencing child offenders in both Botswana and South Africa. After an analysis of the international conventions, legislation and case law, the conclusion is reached that there is a commitment in Botswana towards the protectionand realization of children’s rights especially those who are in conflict with the law. It is recommended in the conclusions that Botswana import some provisions of the Child Justice Act into domestic legislation in order to comprehensively address the plight of children in trouble with the law so as to strive towards maximum compliance with conventions that Botswana has signed.
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Kase, Barbara E. "Parent education seminar: children's emotional development." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.
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Price, Natalee Naomi. "Longitudinal Links among Mother and Child Emotion Regulation, Maternal Emotion Socialization, and Child Anxiety." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564512803649608.
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Cox, Kathryn Joan. "Antenatal factors in the development of disorders of sex development." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9134/.
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Disorders of sex development (DSD) are a diverse group of conditions in which there is variation from the typical chromosomal, gonadal, or anatomical developmental pathway. While much has been learnt about the genetic aetiology of many of these disorders, a significant proportion of cases remain without a definitive diagnosis. This thesis consists of a series of studies designed to look at different aspects of DSD in order to identify causes and develop better ways to assess and research these conditions in the future. Chapter 1 is an extensive literature review of normal sex development, models to describe the sex phenotype, steroidogenesis, steroid hormone structure and physiological role, classification of DSD, clinical uses of progestogens and determinants of foetal growth. An understanding of these diverse subjects is essential to consider the topics investigated. Chapter 2 presents the rationale for, and specific aims of, this thesis. Chapter 3 describes a study using the I-DSD registry, the largest international register of cases of DSD, to identify associated conditions co-occurring in DSD. 649 cases with documented consent were identified and analysed from the registry, with further information obtained from the reporting clinician where necessary. Associated conditions were reported in 168 cases (26%), overall, and when considered according to karyotype were reported in 112 cases of 46,XY DSD (24%), 27 cases of 46,XX DSD (22%), 19 cases of 45,X/46,XY (45%), and 6 cases of 45,X (75%). In 46,XY DSD, which represents the largest group of cases in the Registry, small for gestational age (SGA), cardiac and CNS anomalies were the most commonly reported associated conditions. This study strengthens the recognised association between SGA and non-specific 46,XY DSD. Additionally, the data indicate a possible association between genetically confirmed AIS and skeletal and renal anomalies. These results provide new research targets for cases in which the aetiology of DSD remains unclear. They also highlight the need for multi-disciplinary teams for management of these patients. Chapter 4 documents a clinical study investigating the association between hypospadias, one of the mildest conditions on the spectrum of DSD, and the measurement of anogenital distance (AGD). 88 boys had AGD measured under general anaesthetic during hypospadias surgery, alongside assessment of severity of hypospadias. Medical notes were reviewed for further information including birth weight, gestation and the presence of additional genital anomalies, as described by the external masculinisation score (EMS). Median AGD was found to be shorter in boys with severe hypospadias (63mm), than those with mild hypospadias (75mm) (p < 0.001). Additionally these boys were more likely to have lower birth weight SDS (-0.61) than boys with mild hypospadias (-0.42) (p= 0.013). This study is the first to show a link between severity of hypospadias, additional genital anomalies, and degree of AGD shortening. This supports the hypothesis that severe forms of hypospadias may be linked to inadequate androgen exposure in utero. Results also show that boys with more severe hypospadias have a lower birthweight, reinforcing the link between 46,XY DSD and SGA. Chapter 5 describes the use of a rat model to investigate the developmental effects of exposure to the progestogen medroxyprogesterone acetate (MPA) during the male programming window. It has been previously suggested that antenatal exposure to progestogens may be associated with DSD. In this study Sprague Dawley dams were injected with 75mg/kg or 150mg/kg of subcutaneous MPA on gestational days 14.5 to 18.5. Results showed that MPA exposure was associated with a shorter than normal AGD in male rats, and a longer AGD in female rats. Offspring of both sexes had reduced birth weight when exposed to MPA (control weight 5.99g, MPA 75mg/kg 4.58g, MPA 150mg/kg 4.72g). There was no evidence of an effect on internal reproductive structures, including testis weight. Chapter 6 describes studies using small vessel myography to investigate vascular function in the pregnant dams exposed to MPA in the previous studies. Low birth weight can be the result of altered vascular remodelling during pregnancy, leading to impaired placental function. It has previously been suggested that impaired placental function may be responsible for the combination of intra-uterine growth restriction and DSD. Uterine artery segments from animals exposed to MPA 150mg/kg demonstrated greater vessel wall thickness, and a trend towards an increase in internal and external diameter, with increased distensibility at higher pressures when compared to control segments. Wire myography showed that vasoconstriction in response to noradrenaline and NG-nitro-L-arginine methyl ester (L-NAME) was reduced following MPA exposure. These studies do not explain the causes of reduced growth in MPA exposed offspring. The responses seen are the opposite of those seen in animals with pre-eclampsia and hypertension, and may demonstrate the protective effect of progestogens in pregnancies complicated by these conditions. Chapter 7 draws together the findings of all the studies in this thesis, to reach overall conclusions. The common theme of an association between DSD and impaired foetal growth from all three branches of this work in discussed. The potential for further investigations in pursuing this work to strengthen conclusions and inform future practice is considered.
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Ostrowski, Sarah Anne. "Development of Child Posttraumatic Stress Disorder in Pediatric Trauma Victims: The Impact of Initial Child and Caregiver PTSD Symptoms on the Development of Subsequent Child PTSD." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216651334.
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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Oct. 27, 2009). Advisor: Douglas Delahanty. Keywords: PTSD; pediatric trauma victims; parent PTSD symptoms. Includes bibliographical references (p. 73-87).
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Hall, Scott Stuart. "The early development of self-injurious behaviour in children with developmental disabilities." Thesis, King's College London (University of London), 1997. https://kclpure.kcl.ac.uk/portal/en/theses/the-early-development-of-selfinjurious-behaviour-in-children-with-developmental-disabilities(a75d5025-1581-480b-b2d1-b4622833f811).html.
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Tissell, Rachel L. "Child maltreatment risk| Associations with mothers' representations of childhood attachment, trauma, caregiving, and regulation." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163157.
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<p> Child maltreatment models view risk as a complex constellation of factors that emphasize parents’ trauma experiences and regulation processes. Attachment research has shown that mothers’ representations of childhood attachment and caregiving places their children at developmental risk. Studies to date have evaluated contributing factors separately, but little research considers mothers’ past and current experiences combined with relational trauma and familial regulation patterns. The current research adopted an integrated perspective using known maternal risk factors, and extended existing research in several unique ways by examining association with both adult trauma and childhood trauma; caregiving representations; pathological mourning; and capacity for emotion regulation. Seventy-five mothers with children between 19-74 months (40% boys) from diverse socio-economic and cultural backgrounds completed assessments of maltreatment risk, adult attachment, caregiving, relational trauma, parenting stress, and emotion regulation. Maternal representations of attachment were significantly related to risk, with unresolved mothers demonstrating the highest risk. There were significant positive associations between risk and relational trauma – both frequency and subjective distress with parents and partners. Helpless and heightened caregiving representations, parenting stress, and emotion regulation were also all significantly related to risk. This is the first study to consider maltreatment in the context of relational trauma as defined by Bowlby’s (1980) model of pathological mourning. Risk scores were significantly greater for mothers classified in pathological mourning groups than other mothers. These findings punctuate the effects of problems associated with mourning attachment trauma on maternal regulatory capacities and parenting risk. Implications for infant mental health research and intervention are discussed.</p>
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Salley, Brenda J., and Wallace E. Jr Dixon. "Temperamental and Joint Attentional Predictors of Language Development." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4898.
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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.
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McDowell, Michael John. "Mirror movements in normal and abnormal child development /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17555.pdf.
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Barbosa, Heloiza Helena de Jesus. "Numerical abilities in preschool children with atypical development: a developmental description." Thesis, Boston University, 2004. https://hdl.handle.net/2144/33402.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The present study investigated the atypically developing preschool children's numerical abilities in a variety of tasks. The microgenetic methodology was employed in this study in order to capture the change and variability of the participants' numerical abilities. First, it used a matching task to investigate the participants' ability to recognize equivalence in sets composed of high and low similarity items. Second, the abilities involved in counting, calculation, and production of a given numerical set was studied through different task, such as: Board Game, Give-A-Number, and Calculation. The results indicated that while atypically developing children are able to recognize equivalence by the age of 4 Y2 years in sets of high and low similarity, this ability is not generalized to all kind of contexts yet. Instead, participants did better in a context that provides perceptual and conceptual support. In addition, the results from counting, calculation, and production of a set revealed that there is a gradual development of these numerical abilities, which are initially isolated and context dependent and later become more integrated. The results also suggest that the learning of mathematics involves the interrelation of procedural and conceptual knowledge. Furthermore, participants showed different profiles of understanding according to their individual differences. In order to create effective educational programs and to assess mathematical di fficulties in children developing atypically, researcher and teachers need to collect information about the factors that might influence the development of mathematical abilities. This study contributed to the growth ofthis knowledge.<br>2031-01-01
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Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.
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Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.
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Mcalister, Lindsay E. "Preliminary development of the child impairment rating scale." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010324.
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Thesis (M.S.)--University of Florida, 2005.<br>Typescript. Title from title page of source document. Document formatted into pages; contains 47 pages. Includes Vita. Includes bibliographical references.
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Line, Elizabeth A. "Factors associated with the development of child anxiety." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556190.
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Anxiety during childhood, although a normative experience that is typically transient and short-lived in nature, persists in a minority of children to the point where a diagnosis of an anxiety disorder may be warranted. Relatively little is known as to why some children develop pathological forms of anxiety whilst others do not. An understanding of how anxiety and fear arise during childhood is required in order to identify the processes and mechanisms through which anxiety disorders develop. The first paper presents an integrative review of how cognitive development is associated with changes in normative fear and anxiety during childhood. Consideration is given to how cognitive development is conceptualised within the literature (i.e. general versus specific measures) and methodological limitations discussed. An attempt is made to position specific cognitive abilities associated with fear and anxiety within a developmental framework and to consider trajectories and associations with anxiety over time. The second paper presents an empirical study investigating developmental differences in impact of parental controlling behaviours on child anxiety observed during a speech task. The socio-cognitive development and age of each child was considered, with particular emphasis on how children interpreted the motives and beliefs behind their parents' controlling behaviour. Controlling parenting during a 1 O-minute preparation for the child's speech task did not result in significant changes in anxiety in either age group (4-5 years, 7-8 years). When parents were less controlling, younger children showed a trend towards more anxious behaviours during the speech task. Children in each age group interpreted controlling parenting in different ways and this was a function of a general ability to interpret thoughts, beliefs and feelings of other people. Implications for clinical practice and directions for further research into the role of parenting practices in the development of child anxiety are discussed.
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Mazurek, Anne P., James L. McQuiniff, and Hector L. Gonzalez. "An analysis of Navy managed child development centers." Thesis, Monterey, California: Naval Postgraduate School, 2015. http://hdl.handle.net/10945/45898.
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Approved for public release; distribution is unlimited<br>The Navy currently provides child care for 24,005 children within Navy Regions Mid-Atlantic, Southwest, and Naval District Washington. With ongoing concerns relating to the federal budget, we endeavored to see whether a policy change in regards to Navy child care was needed. The policy changes we analyzed were increasing the current capacity, building new CDC facilities, and subsidizing child care in the civilian market. We took current data, provided by CNIC, and analyzed the current costs and the effects these policies would have if implemented. We found that all of the policies analyzed will have increased costs to the Navy in the short run. We also found that the effects of providing child care are positive for the Navy and the military members who utilize them. When comparing all three options, however, we found that increasing the current capacity of the CDCs will give the best return on investment for the Navy and its members.
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Chinai, Aroon. "Prospectus for a child oriented mixed use development." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/65215.
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Plocha, Aleksandra Helena. "The Importance of Imaginative Play in Child Development." Thesis, Boston College, 2007. http://hdl.handle.net/2345/502.
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Thesis advisor: Julia Fisher<br>The future of imaginative playtime in the lives of children today is at great risk. Currently, 40% of schools are considering eliminating- or have already eliminated- recess from the school day. The goal of this essay is to argue the irreplaceable value that imaginative play has in contributing to the cognitive, emotional, and social growth of a child. In making a case for the importance of play in child development, all three of these areas of potential growth will collectively be considered as true development of the child. To lay the foundation for these specific categories of benefits, it is necessary to understand the general biological background supporting the innate importance of play, as well as the previous work of those who have researched this subject. Once this information is presented, the cognitive, emotional, and social benefits of imaginative play will be explored in more detail, and the effects of play deprivation and play reintroduction will be discussed. In this manner, it is the aim of this presentation to demonstrate the exceptional importance of imaginative play<br>Thesis (BA) — Boston College, 2007<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: Psychology<br>Discipline: College Honors Program
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Dave, Shreya. "Paternal depressed mood and child behaviour and development." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/16647/.
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Introduction: Fathers are important to child development and behaviour. Maternal depression is associated with adverse child development and behaviour, but there is relatively little research on paternal depression and child outcome. Methods: A pilot phase assessed feasibility of recruiting fathers of young children via healthcare settings (N=194), and explored the association between paternal depressed mood and infant temperament (N=19). A cross-sectional study of biological fathers, mothers and 4-6 year old children assessed prevalence of a DSM IV paternal depressive syndrome (N=365); compared father and mother ratings of child behaviour on the Strengths and Difficulties Questionnaire (SDQ) (N=248); and assessed associations between a paternal depressive syndrome and child behaviour problems on the SDQ, and child consultations with health professionals for behaviour and developmental problems (N=248). Finally, a qualitative and observational study explored parenting attitudes and behaviours among fathers with and without depressed mood (N=22). Results: It was cost-effective to recruit fathers via primary care (41% response, cost £3 per father) and hospital postnatal wards (76% response, cost £8 per father). Paternal depressed mood was associated with a difficult/fussy infant temperament at six months postpartum (coefficient 3.96, SE 0.99, p=0.003). Fathers of 4-6 year old children had a 3.3% and 4.7% prevalence for a DSM IV major and other depressive syndrome respectively. On the SDQ there was higher parental agreement on normal/borderline compared with abnormal child behaviours, however overall agreement was fair. A major paternal depressive syndrome was associated with child prosocial behaviour problems (adjusted OR 8.29, 95% CI 0.98-70.04, p=0.052) and peer problems (adjusted OR 36.31, 95% CI 1.66-792.70, p=0.022), and enhanced child consultations for speech and language (adjusted OR 8.67, 95% CI 1.99-37.67, p=0.004) and externalising behaviour problems (adjusted OR 6.98, 95% CI 1.00-48.76, p=0.050) among 4-6 year olds. Fathers with major depressed mood reported negative, detached and potentially intrusive parenting behaviours. Conclusion: A larger longitudinal study is recommended to investigate the trajectory of the effects of paternal depression on child behaviour and development, elucidate causal mechanisms and assess the individual and cumulative effects of paternal and maternal depression on children.
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Bassolé, Léandre. "Rural infrastructure, community-driven-development and child anthropometrics." Clermont-Ferrand 1, 2008. http://www.theses.fr/2008CLF10001.
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Mazzocconi, Chiara. "Laughter in interaction : semantics, pragmatics, and child development." Thesis, Université de Paris (2019-....), 2019. https://theses.md.univ-paris-diderot.fr/MAZZOCCONI_Chiara_va2.pdf.
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Le rire est une vocalisation universelle à travers les cultures et les langues. Il est omniprésent dans nos dialogues et utilisé pour un large éventail de fonctions. Le rire a été étudié sous plusieurs angles, mais les classifications proposées sont difficiles à intégrer dans un même système. Malgré le fait qu’il soit crucial dans nos interactions quotidiennes, le rire en conversation a reçu peu d’attention et les études sur la pragmatique du rire en interaction, ses corrélats neuronaux perceptuels et son développement chez l’enfant sont rares. Dans cette thèse, est proposé un nouveau cadre pour l'analyse du rire, fondé sur l'hypothèse cruciale que le rire a un contenu propositionnel, plaidant pour la nécessité de distinguer différentes couches d'analyse, tout comme dans l'étude de la parole: forme, positionnement, sémantique et pragmatique. Une représentation formelle de la signification du rire est proposée et une étude de corpus multilingue (français, chinois et anglais) est menée afin d’approfondir notre compréhension de l’utilisation du rire dans les conversations entre adultes. Des études préliminaires sont menées sur la viabilité d'un mappage forme-fonction du rire basée sur ses caractéristiques acoustiques, ainsi que sur les corrélats neuronaux impliqués dans la perception du rire qui servent différentes fonctions dans un dialogue naturel. Nos résultats donnent lieu à de nouvelles généralisations sur le placement, l’alignement, la sémantique et les fonctions du rire, soulignant le haute niveau des compétences pragmatiques impliquées dans sa production et sa perception. Le développement de l'utilisation sémantique et pragmatique du rire est observé dans une étude de corpus longitudinale de 4 dyades mère-enfant de l’age de 12 à 36 mois, locuteurs d’anglais américain. Les résultats montrent que l'utilisation du rire subit un développement important à chaque niveau analysé et que le rire peut être un indicateur précoce du développement cognitif, communicatif et social<br>Laughter is a social vocalization universal across cultures and languages. It is ubiquitous in our dialogues and able to serve a wide range of functions. Laughter has been studied from several perspectives, but the classifications proposed are hard to integrate. Despite being crucial in our daily interaction, relatively little attention has been devoted to the study of laughter in conversation, attempting to model its sophisticated pragmatic use, neuro-correlates in perception and development in children. In the current thesis a new comprehensive framework for laughter analysis is proposed, crucially grounded in the assumption that laughter has propositional content, arguing for the need to distinguish different layers of analysis, similarly to the study of speech: form, positioning, semantics and pragmatics. A formal representation of laughter meaning is proposed and a multilingual corpus study (French, Chinese and English) is conducted in order to test the proposed framework and to deepen our understanding of laughter use in adult conversation. Preliminary investigations are conducted on the viability of a laughter form-function mapping based on acoustic features and on the neuro-correlates involved in the perception of laughter serving different functions in natural dialogue. Our results give rise to novel generalizations about the placement, alignment, semantics and function of laughter, stressing the high pragmatic skills involved in its production and perception. The development of the semantic and pragmatic use of laughter is observed in a longitudinal corpus study of 4 American-English child-mother pairs from 12 to 36 months of age. Results show that laughter use undergoes important development at each level analysed, which complies with what could be hypothesised on the base of phylogenetic data, and that laughter can be an effective means to track cognitive/communicative development, and potential difficulties or delays at a very early stage
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Wacharasin, Chintana. "Predicting child cognitive development in low-income families /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7252.
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Trieu, Quyen Ngoc. "San Luis Obispo child development center identity system /." Click here to view, 2009. http://digitalcommons.calpoly.edu/artsp/17.
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Thesis (B.F.A.)--California Polytechnic State University, 2009.<br>Project advisor: Charmaine Martinez . Title from PDF title page; viewed on Jan. 21, 2010. Includes bibliographical references. Also available on microfiche.
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Meredith, Laura Ann. "New Forces: The Development of Adult Child Partisanship." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539625833.
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Anderson, Owen Arthur. "A National Profile of Child Development Laboratory Schools." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/2355.
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The purpose of this study was twofold. First, it sought to provide a profile of child development laboratory schools across the nati.on. Second, because laboratory schools are believed to be model programs that provide appropriate learning environments for children, their parents, and for the professional training of teachers, it was of particular interest to examine whether laboratory schools were training Early Childhood Education students in ways consistent with the current research and policies in the field. Specifically, the practices of laboratory schools at two- and four-year institutions were compared. Results of the study indicated that laboratory schools utilized philosophies that guide the curriculum within their programs. A variety of methods such as coursework, written materials, and conferences, were employed to inform students and parents of the program's philosophy. Observations were routinely conducted in laboratories with students and parents typically observing the program from an observation booth and/or the classroom. with regard to the mission of laboratory programs, two-year schools ranked service significantly higher, while four-year programs tended to do more research and training of graduate students. The ages of children in laboratories at two- and four-year schools were similar , but four-year schools had more classes with fewer children per class. Two-year schools had more full-day programs and longer hours, while four-year schools had more half-day programs operating fewer hours. Two-year schools also had more students and parents assisting in the classroom; however , two- and four-year programs both had acceptable ratios of adults to children. The Child Development Laboratory programs appear to be the model setting for the professional training of teachers and also a location which can help parents to become better consumers of alternative child care.
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Madigan, Dara Michelle. "The relationship between early childhood professional development, quality of care, and children's developmental outcomes." Kansas State University, 2014. http://hdl.handle.net/2097/17683.
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Master of Science<br>Department of Family Studies and Human Services<br>Bronwyn Fees<br>An increased focus on school readiness in recent years has placed more attention on the importance of quality early care and education settings for children ages 3 to 5 years. The first five years of a child’s life represent a crucial period for development, and care settings impact children’s outcomes in a variety of domains. Preparation of teachers in order to provide a high-quality level of care that supports positive outcomes for children is critical. This report assesses the current state of the literature on effective professional development for early childhood professionals (primarily those working center-based settings with children ages 3 to 5 years), specifically as it relates to improved outcomes for children in the areas of social-emotional competence and language and literacy development. Methods for adult learning are also reviewed and recommendations for appropriate models of professional development based upon this review are provided. It is recommended that specific aspects within models of professional development be reviewed further to determine more concrete predictors in terms of what is effective for adult learning and application of concepts. It also is recommended that early care and education providers take part in professional development activities that have an added level of support and feedback, such as coaching, to assist in improving instructional practices to impact developmental outcomes in targeted areas, such as literacy.
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Bor, Elif. "Neighborhood quality, childcare quality, and children's early developmental outcomes." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2958.
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Thesis (M.A.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Jan. 17, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 90. Includes bibliographical references (p. 84-89). Also available in print.
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Feld, Jason Kane. "Validating cognitive skill sequences in the early social development domain using path-referenced technology and latent trait models." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184476.
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The present study was a systematic investigation of hierarchical skill sequences in the early social development domain. Recent research has suggested that social development may be conceptualized as a phenomena involving a hierarchical sequencing of competencies. In particular, social development may involve sequential changes in capability, reflecting successively higher levels of functioning within these competencies. The conceptual problem of this study focused on the construction and validation of a meaningful representation of ability in early social development. Ability was conceptualized as a composite of cognitive procedures governing the performance of specific tasks. The process for constructing skill sequences to reflect ability involved identifying task characteristics or demands which imposed various requirements on cognitive functioning. Hierarchical skill sequences were constructed to tap a variety of capabilities within the early social development domain. These skill sequences included understanding emotions, identifying and mediating needs, understanding friendships, and understanding fairness in decision making. Assessment items were developed to reflect each of these skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements on cognitive processing. The data were from 18,305 Head Start children ranging from 30 to 83 months of age. Latent trait models were constructed to reflect the hypothesized skill sequences by allowing the discrimination and difficulty parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model was statistically compared against alternative latent trait models. In general, the results from the present investigation supported the hypothesis that the acquisition of social skills is a developmental phenomena involving a hierarchical sequencing of competencies. Moreover, the study supports the assumption that changes in capability can be defined by progress toward abstraction, complexity, stability, and the handling of increasing quantities of information. While the results provide a deeper understanding of early social development, future research is needed to extend the developmental structure to higher levels of ability. Moreover, research is needed to determine how the information gleaned from developmental assessment can be utilized in planning learning experiences to enhance development.
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Nelke, Connie Faye. "Implications of Mediating Parent-Child Interactions in the Treatment of Child Abuse." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/4610.
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Child abuse has been shown to have a detrimental effect on the emotion development of the abused child. Due to a history with the parent that includes a high proportion of negative interactions and an impaired parent-child relationship, the child who has been subjected to physical abuse often manifests psychological symptoms. The purpose of this study was to investigate the effect that treatment aimed at increasing the frequency of positive interaction in the parent-child relationship had on the emotional status of the abused child. Results showed that parent-child interaction play sessions were effective in increasing positive interaction and decreasing subsequent abusive behavior in the parent-child dyad. Self-reported parental attitudes toward the child became more positive. Treatment did not generalize totally and was not maintained totally during follow-up. The effect that treatment had on the emotional status of the abused child was less clear, although some improvement was noted. The results of this study have important clinical implications for therapists working with abusive parents in terms of providing an effective intervention for treatment of child abuse. Further investigation of the treatment is warranted. Suggestions for future research are offered.
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Shapovalova, J., and T. V. Polischuk. "The basis for the diversified development of the child is physical development." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77553.
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At an early age, the child gets the basic skills for the formation of a healthy lifestyle, which is the best time for developing the right habits, allowing improving and saving health,
led to positive results. Purpose: to determine theoretical and methodical principles of
the diversified development of children.
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Mongado, Blair Coja. "Essays in Child Care Quality." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26186.
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This research investigates three topics in child care quality, motherâ s labor supply, and early childhood development. In the first study, we evaluate how child care quality influences the potential impacts of mothersâ labor supply on child development. Although, previous studies have acknowledged the importance of the quality of child care, none have integrated quality in analyzing the effects of maternal employment. We find that the negative effect often found in past studies is largely due to the use of low quality child care.
The question we ask in the next study is, "What are the effects of child care quality on child development?" In this study we tried to separate out the contribution of initial child ability in child test scores of development from the effects of other inputs, particularly child care quality. We show that even after resolving endogeneity issues, we still find that child care quality has a significant positive effect on early cognitive development.
The third study investigates the determinants of householdsâ demand for child care, particularly, child care quality. We determine if householdsâ choices regarding child care quality, as well as quantity, respond to economic factors. A familyâ s condition is defined by the combination of family choices on motherâ s work status, mode and payment type of child care, and childâ s age. We group families by condition and estimate demand for child care quality and hours by group. The results indicate that higher income will lead to higher quality for non-working mothers but lower quality for some working mothers. Demand for quality by non-working mothers are more price sensitive than working mothers. Wage effects on quality are positive only for users of home-based care. Demand for quality is more sensitive to economic factors when the child is around 3 years old than at 6 months. These results suggest that the form, target and timing of financial assistance need to be considered for it to be effective in promoting the use of quality care.<br>Ph. D.
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Holliman, Ryan P. "The Development of the Child Interpersonal Relationships and Attitudes Assessment for Child Centered Play Therapy." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30469/.
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The purpose of this study was to develop a parent report form instrument congruent with the philosophy of child-centered play therapy. The study sought to develop an instrument with acceptable levels of construct validity, reliability, sensitivity to clinical attitudes and relationships, and responsiveness to intervention. The Child Interpersonal Relationships and Attitudes Assessment (CIRAA) and the Child Behavior Checklist (CBC) and the Parenting Stress Index (PSI) were administered to 136 parents of children aged 3 to 10. The children of the parents sample consisted of 90 males and 46 females. Exploratory factor analysis was conducted for construct validity. Parallel analysis was conducted to determine the number of factors to retain. The factor solution explained 53.86% of the variance, which is an acceptable amount of the variance. Cronbach's alpha was conducted for total scale and all subscales. Reliability scores for the total score and subscales were acceptable, with an overall reliability coefficient of .93. A Pearson's r was conducted for concurrent validity between the instrument, the CBC, and the PSI, with Pearsons' r of .75 and .74 respectively. Paired-sample t-tests using the pretest and posttest scores of the instrument in development examined the responsiveness of the instrument to play therapy intervention at the same level as the CBC and PSI. ROC curve analysis, indicated acceptable discrimination of clinical scores and adaptive scores, with a clinical score being generated from the analysis. It is the first parent-report form developed for child-centered play therapy, and provides an efficient and philosophically consistent instrument for child centered play therapists to use in clinical and research settings.
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Campbell, Lori A. "When wealth matters: parental wealth and child outcomes." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196265201.
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