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Tesi sul tema "Preschool children"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

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1

Kahriman-, Ozturk Deniz. "Preschool Children". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612365/index.pdf.

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The purpose of this study is to explore preschool children&rsquo
s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits and to investigate gender as a factor affecting environmental attitudes. The sample of the study is comprised of 40 preschool age children living in Ankara, Turkey. The research has been realized by qualitative design and the data were collected through interviews. The interview questionnaire was adapted from

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2

Duchastel, Christina. "Sibling Interaction in Preschool Children". Thesis, Stockholm University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-852.

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This study investigates interaction in eight sibling pairs aged 1-5 years with the purpose of examining the prevalence of certain variables constituting the interaction. The siblings were observed with video camera while playing with a toy brought along by the author. In order to validate and expand upon the information obtained from the observations, the parent(s) were asked to respond to a number of questions from a Questionnaire. The variables investigated were reciprocal and complementary interaction, asymmetrical roles, imitation, conflict, joint and parallel play and communication. The results obtained indicate that, in these eight sibling pairs, reciprocal interaction, that is interaction taking place on an equal level, is signified by joint play. Complementary interaction, that is interaction taking place on different levels, is signified by parallel play. High activity level for boys versus low activity level for girls in three sibling pairs were observed to correspond to gender-specific play activities in everyday life.

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3

Vielhaber, Donna Marie. "Disciplining preschool children, parent interaction". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0027/MQ51814.pdf.

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4

Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children". Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.

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5

Baker, Kim Denise. "A comparison of expressive vocabulary produced by nonambulatory, speaking preschool children and ambulatory speaking preschool children". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4250.

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Children with severe physical disabilities often do not have the capabilities for oral communication. Professionals are frequently faced with selecting vocabulary for children who are unable to use vocal output because of severe motor impairments. A child who is nonambulatory may have additional reasons for communicating and sees the world from a different viewpoint than his ambulatory peers. Selecting appropriate words for an initial lexicon that are useful to nonspeaking disabled children that also meet normal language acquisition standards is a concern. This study specifically addresses this concern by looking at the vocabulary differences of ambulatory and nonambulatory preschool children. The purpose of this research project was to compare expressive vocabulary produced by nonambulatory, speaking children with the expressive vocabulary produced by ambulatory, speaking children. It is suggested that the vocabulary of nonambulatory, speaking children might be more appropriate for selecting a lexicon for AAC systems if indeed, they are different from words produced by ambulatory, speaking children.

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6

Meisner, Jessica. "Effects of gender stereotyped children's literature on preschool children's attitudes /". Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.

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7

Hui, Man-yee Mary, e 許文愉. "Educating "moral" children: observations froma preschool". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35416919.

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8

Jarman, Megan. "Improving the diets of preschool children". Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374567/.

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9

Plum, Jane Meacham Jr. "Nutrition Knowledge Assessment of Preschool Children". Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/35377.

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A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care centers in Reston, VA by high school early childhood education students. The assessment was designed to meet current criteria that assessment be teacher administered, provide useful information to the teacher, reflect the typical activities of children in the classroom and be one of a variety of assessments used. The assessment was successfully administered by the high school students working as teacher aides. The assessment gave teachers useful information about each class and individual children which could be used in curriculum planning. The assessment fit into the usual classroom activities, in this case, a games and manipulatives learning center. The assessment provided more in-depth information about children's knowledge than multiple choice tests used in previous research on nutrition knowledge, because the teachers recorded children's responses to open-ended questions. Children's responses indicated elementary understanding of food and nutrition concepts suggesting that classroom teachers need to make greater use of the variety of nutrition education materials available.
Master of Science

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10

Sehic, Musinovic Jesenka, e Fejzullahi Florije Zeqiri. "Preschool children´s meeting with literacy". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32206.

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Studiens syfte är att undersöka vilka metoder och arbetssätt förskollärare förhåller sig till för att främja barns språkutveckling genom läsning i förskolan.Denna studie görs utifrån ett sociokulturellt perspektiv och baserar sig på grundtesen att människors interaktion, möten med varandra, är betydelsefullt för hur språkinlärning och lärandet sker i samspelet med andra i olika situationer och med olika verktyg. Detta har undersökts genom en kvalitativ metod där fem förskollärare från fem olika förskolor har intervjuats.Studiens resultat visar att läsning förekommer i verksamheten varje dag på alla fem förskolorna men att det skiljer sig åt i vilken utsträckning läsning sker mellan förskollärare och barngrupp. De äldre barnen tar del av kapitelböcker för att skapa en djupare förståelsen för orden och de yngre barnen får möjligheten att själva kunna skapa sig en bild av sagan. Barnen lär sig på det sättet nya ord i samspel med andra som de sedan själva använder i sina lekar. Läsning sker initierat av både barn och vuxna och valet av litteraturen beror på om tillfället är planerat eller spontant.

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11

Schuckman, Melanie. "Voice Characteristics of Preschool Age Children". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209154612.

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12

Kim, Wheetai. "Friendship and conflict among preschool children". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034554.

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13

Swarner, Joyce Carroll. "Ordinal size scaling in preschool children". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184584.

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Young children are limited in their usage of comparative adjectives and ordinal numbers, typical ways of describing ordinal relationships. However, research in a number of areas suggests the possibility of a precursor level of ordinal concept. To facilitate the search for precursor ordinal skills, ordinal ability was defined in ordinal measurement terms. Only "greater than - less than," asymmetric judgements were required. Additionally, linguistic demands were reduced by using family-role terms as size designators. Experimental manipulations included variations in scale size and in the complexity level of ordinal conceptualization. Solution strategies based on "good form" and on "pairwise comparison" were precluded by using pictures of randomly placed objects which could not be manipulated by the child. Ninety-six 3-6 year old children pointed to "Daddy," "Mommy," "Big boy/girl," "Little boy/girl," and "Baby" when shown sets of 3 to 5 circles or squares which differed only in size. Tasks were of three types: Identification, mapping labels onto a single set of objects; Coordination, mapping labels onto two identical sets of objects in which corresponding "family members" are the same size; and Transposition, mapping labels onto two separate sets in which corresponding family members are of different sizes. Data were analyzed in an Age (3), by Scale Size (3), by Complexity Level (3), by Shape (2) mixed design ANOVA, and significant main effects were obtained for all variables. Tasks became more difficult with increases in scale size, and in complexity level. Square objects were slightly more difficult than circular, and older children were more proficient than younger ones. Post hoc tests generally supported the obtained main effects. Finer grained analysis using Latent Trait procedures supported the global ANOVA results, and supported the hypothesis that the end points of a scale are easier than the central positions. Response patterns indicated that errors were size-related, and suggested transitional levels of performance. The present study demonstrates that children as young as three can demonstrate a precursor ordinal concept when the task is framed in familiar terms and is placed in a context which is meaningful for them.

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14

Vu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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15

Li, Hui. "Contributors to Chinese literacy development : a longitudinal study of preschoolers in Beijing, Hong Kong and Singapore /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2218918X.

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16

Hui, Man-yee Mary. "Educating "moral" children observations from a preschool /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35416919.

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17

Yuen, Hang-yin Emily. "Prenominal modification in Cantonese-speaking preschool children". Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209570.

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Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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18

Howe, Alaxandre. "The measurement of empathy in preschool children". Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420230.

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19

Tobias, Eliana R. "Learning environments for special needs preschool children". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.

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This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings. Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement. The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres. No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings. Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children. Support services for preschool programs were very low in the community the research sampled.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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20

Bergeson, Tonya Rochelle. "Mothers' singing to infants and preschool children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29182.pdf.

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21

Sellström, Eva. "Studies in safety promotion for preschool children /". Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-4271-4/.

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22

Ho, Kit-chun, e 何結珍. "Development of pitch discrimination in preschool children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955915.

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23

Miller, Michael A. "A behavioral curriculum for preschool, handicapped children". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.

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Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.

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24

Ceresa, Shannon Michele. "Can preschool children learn abduction prevention skills?" Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.

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The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child from the setting. The results showed that (a) in comparing pretest and post-test scores of the pretest-post-test group, the post-test mean was significantly higher than the pretest mean; (b) in comparing the pretest scores from the pretest-post-test group and the post-test scores from the post-test-only group, no significant interactions or main effects were found; these results with the results in (a) support the idea of a testing effect and/or a pretest sensitization effect; and (c) in comparing the post-test scores from the pretest-post-test group and post-test scores from the post-test-only group, there were no significant interactions, however there was a significant main effect for Group. These results show that post-test scores were higher than pretest scores indicating the possibility of treatment increasing post-test means. However, the post-test-only group means were not significantly higher than the pretest means from the pretest-post-test group. Additionally, the significant difference between the post-test means from the two groups indicate there was a testing effect or possibly a pretest sensitization effect, or both. (Abstract shortened by UMI.)

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25

Suvorina, Svetlana. "Designing tangible musical interactions with preschool children". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23768.

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Many cognitive scientists agree that musical play is beneficial for preschool children. They consider music to be one of the most important means to promote preschool children’s learning potential. From an interaction design point of view, music provides opportunities to engage children in collaborative play which in return is beneficial for their cognitive and physical development.I argue that tangible interaction can facilitate such collaborative and playful musical activities among preschool children and in the scope of this thesis, I explore how this can be achieved. Through the exploration of related projects in this area and my own design experiments at a preschool, I propose a design concept of a modular musical toy for children which I created and then tested in a preschool context with children of different ages. Along the way, I reflect on the peculiarities of children’s behaviors and the aspects of conducting design research with preschool children, since acknowledging these aspects is crucial for working with children as a designer.

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26

Dell, Laura. "Nature Preschool through the Eyes of Children". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153546562106319.

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27

Calhoun, James. "Facilitating Social Emotional Skills in Preschool Children". ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/39.

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There are many difficulties associated with problematic social-emotional skills in childhood. These range from poor academic performance (Brinbaum, et al., 2003; Delany-Black et al., 2002; Wallach, 1994), school suspension (Lippincott-Williams & Wilkins, 2004), school drop-out (Farmer & Farmer 1999; Gagnon, Craig, Trombley, Zhou, & Vitaro, 1995), aggression (Cicchetti & Toth, 1995), and poor peer relations (Izard et al., 2001; Schultz, Izard, & Ackerman, 2000; Schultz, Izard, Ackerman, & Youngstrom, 2001). Preschool programming provides an early opportunity to build social-emotional skills and avoid some of these adverse outcomes. The question for many school districts is how to design a preschool program format that is both consistent with best practice and fits within a feasibility framework. The goal of this research study was to provide information that could be used by school districts to guide preschool program development. The study looked at the differential outcomes on dependent measures of social-emotional functioning for children aged 3 to 5-years who participated in an 8-month preschool program (n=74). The children were in 2 treatment groups (i.e., those receiving a classroom-based social skills intervention and those receiving the classroom intervention plus a home-based intervention) and a non-treatment control group. The groups also differed in group membership. The treatment group children met a criterion such as having a diagnosis or low socio-economic status. The control group consisted of children who met these same criteria, but also had members who were invited by teachers or attended based on parent request. Therefore, the control group was more heterogeneous than either treatment group. The implications of this study for school districts developing a model for preschool programming are discussed. In addition, the limitations of this study as well as potential directions for future research are reviewed.

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28

Ho, Kit-chun. "Development of pitch discrimination in preschool children". Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035723.

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29

Wimpory, Dawn. "Social engagement in preschool children with autism". Thesis, Bangor University, 1995. https://research.bangor.ac.uk/portal/en/theses/social-engagement-in-preschool-children-with-autism(4be20cc2-280e-43ba-afe1-ff06ac4c7807).html.

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The nature of social engagement deficits in children with autism were explored through a series of linked studies. Guiding questions were as follows: i) Are the social deficits present in infancy?, ii) What strategies of adult-child communication facilitate social engagement in preschoolers? and iii) What are the long term effects of musically enhancing these strategies? To address the first question, an interview schedule (the Detection of Autism by Infant Sociability Interview, DAISI) was developed. It was retrospectively employed with parents of children with autism, and parents of learning disabled children without autism as a control group. This revealed social engagement deficits in eye-contact, gestural body-language and interactive babbling, before 24 months. None of these was attributable to learning disability. A subsequent study searched for clinical equivalents of the "scaffolding" role played by parents enhancing their normal infants' social and communicative performance. Videorecorded observations of clinicians and preschoolers with autism during one-to-one play-based assessments were analysed using an observation schedule developed for this study:- Coding of Active Sociability in Preschoolers with Autism (CASPA). This revealed relationships between clinical strategies and episodes of social engagement which confirmed and extended previous research. Facilitative strategies included musical-motoric activities together with self-repetitive communicative turns and/or turns that followed the child's focus of attention. Single case studies were then employed to evaluate clinical interventions (Musical Interaction Therapy) based around the facilitators of social engagement identified by CASPA. Onset of therapy was followed by improvements in social engagement related skills which were sustained for over a year after therapy. The emergence of child acts of teasing and pretend play during and following the period of Musical Interaction Therapy extended beyond the empirical findings of previous interventions. Theories of development in autism were discussed in the light of data from these studies.

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30

Williams, A. Lynn. "Speech Disorders Resource Guide for Preschool Children". Digital Commons @ East Tennessee State University, 2002. https://www.amzn.com/0769300804.

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Speech Disorders Resource Guide for Preschool Children provides detailed information about assessment, analysis and intervention methods pertaining to childhood speech disorders. Also covers intervention outcomes and treatment efficacy. A concise, easy-to-use format makes it an ideal clinical resource tool for students and clinicians.
https://dc.etsu.edu/etsu_books/1181/thumbnail.jpg

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31

Bowers, Prudence Ann. "Indirect intervention for preschool stutterers". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4208.

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This study investigated the advisability of utilizing parents to provide treatment for their dysfluent preschoolers. It involved the development, implementation and evaluation of a specific treatment program involving indirect language stimulation techniques. The primary question asked was whether or not parents can be successful in significantly reducing or eliminating dysfluent speech in their children. The secondary question was whether or not parents can be trained successfully to provide treatment.

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32

Dantas, Maria Luiza. "Social Construction of Gender in Preschool Children: A Descriptive Study of Preschool Girls". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392042958.

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33

Hartner, Teresa. "Computer use in preschool : effects on social interactions /". Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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34

Tom, Kyla. "Factors that Relate to Overweight and Obesity in Preschool Children: An Investigation of Preschool Children in San Luis Obispo County". DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/674.

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In the United States the trend towards overweight and obesity has been a major health concern as it has been linked to a variety of health problems. A nation-wide initiative, “Let’s Move” created by Michelle Obama was launched in February 2010 with the goal that, in one generation; every child born will be at a healthy weight at the start of adulthood. Healthy People 2020 are national health objectives for the United States to obtain by 2020. In 2009, San Luis Obispo (SLO) County preschool children overweight and obesity rates mirrored national rates of 1 in 5 four-year-old children were obese (Tom, Rivera, Ravalin, and Jankovitz, 2009). The goal of this study was to assess the 2010 prevalence of overweight or ≥ 85th percentile (OW) and obesity or ≥ 95th percentile (OB) among preschool children in SLO County, compare the results to 2006 and to identify if there were associations to demographic, lifestyle and parental factors. A total of 474 preschool children (4.54 ± 0.65 years) from 24 preschools participated in the physical assessments. A questionnaire was given to parents or guardians whose child completed the physical assessment to determine demographic, lifestyle and parental factors related to OW/OB (Head Start preschools did not participate in the questionnaire portion). There was a 50% response rate for the questionnaires. The results concluded that almost 1/3 of the preschool children were OW/OB, and about half of these children were OB. The Hispanic/Latino preschool children were twice as likely to be OW/OB as NW when compared to White children. Children attending a State preschool were 2.11 times more likely to be OW/OB versus NW than children attending a private preschool. Child health insurance plan, child birth weight, milk intake and parental BMI were found to be significant in effecting weight classification. When comparing 2006 to 2009/10, year, type of preschool and year (2006 or 2009/10) by ethnicity interaction were significant in determining weight class. There was greater than a 30% increase in the prevalence of OW/OB in preschool children from 2006 to 2009/2010, suggesting that current programs and funding are not sufficient in reducing the OW/OB prevalence of preschool children in SLO County. Repeating this study every three years will provide information that could be helpful to the community, public health services, and the medical field in SLO County in the prevention of overweight, obesity and health complications that are related.

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35

Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.

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36

Lam, Kin-ching Kobe. "Phonological awareness in Cantonese-English bilingual preschool children". Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279265.

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

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37

Poon, Pui-lok, e 潘培樂. "The association between socioeconomic status and dental caries in preschool children: a systematic review". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46941873.

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38

Hanania, Rima. "Selective attention and attention shifting in preschool children". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380084.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences and the program in Cognitive Science, 2009.
Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7881. Adviser: Linda B. Smith.

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39

Lee, Nga-yee Ada. "The use of request forms by preschool children". Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209156.

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Abstract (sommario):

Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.

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40

Malay, Sheri. "The behavior of preschool children with language delay". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23765.pdf.

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41

Lau, Ai Shibazaki. "Japanese Mothers' Parenting Styles with Preschool-Age Children". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1395.pdf.

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42

Fricke, Silke. "Phonological awareness skills in German speaking preschool children". Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.

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43

Davis, Gwendolene Nicole. "Evaluation of phonological sensitivity in preschool age children". Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239381.

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44

Morrier, Michael Joseph. "Disproportionate Representation of Preschool-Aged Children with Disabilities". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/48.

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Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with preschool-aged children. This study examined if 72,525 preschool-aged children with disabilities from ethnically diverse backgrounds were disproportionately represented in special education within and across five southern states. Data were gathered from the 2006 December 1st Child Count reported by each State Department of Education to the U.S. Department of Education. Chosen states offered state-funded pre-kindergarten programs, which should have provided equal opportunities for inclusion across states. Analyses compared children with disabilities for disproportionate representation across state of residence, across special education eligibilities, across educational placements, and amount of inclusion provided. Data were analyzed for child and placement characteristics. Due to data suppression by individual states, analyses were conducted using children from Black and White backgrounds, and children from Hispanic backgrounds were used when reported by individual states. Child characteristics considered included the child’s: (a) type of disability eligibility category, (b) age, and (c) ethnicity. Placement characteristics included: (a) type of educational placement, (b) state in which child resided, and (c) amount of inclusion received. Indices of disproportionate representation were calculated using: (a) composition index, (b) risk index, (c) odds ratio, and (d) relative risk ratio. A 3 x 5 ANOVA was used to calculate placement differences between states. Factorial analysis was used to calculate determinants of placement status for preschool-aged children with disabilities. Results revealed disproportionate representation does occur at the preschool level, although between state variability was great, and patterns differed from the K-12 literature. Children from American Indian backgrounds were over-represented due to high proportions in states of Alabama and North Carolina, while children from Asian and Hispanic backgrounds were under-represented. Children from Black and White backgrounds were represented in special education at expected rates. The most common eligibility categories were speech/language impairments and developmental delay. Placement results revealed over-representation for White preschoolers and males, although type of state-funded pre-k program was a non-significant factor. Inclusion analyses favored Whites and males. Child demographic factors explained the majority of variability in inclusion status.

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45

Gardner, F. "Observational study of preschool children with behaviour problems". Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376910.

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46

Griffin, R. "Early social understanding in preschool children with autism". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599706.

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This thesis explores early-emerging components of social cognition in preschool children with autism. The autism group (ASC) is compared to a language delayed group and a typically developing group. The groups are matched on chronological age and non-verbal mental age. Mean ages ranged from 35.2 to 37.8 months. The first set of experiments examines the processing of biological and goal-directed motion patterns, using animated geometric shapes as stimuli. The second set of experiments investigates the processing of information from faces, including emotional referencing, prototype discrimination and gaze cueing. The prevalence of repetitive and ritualistic behaviour is also investigated. Results indicate that preschool children with ASC show intact processing of biological/purposive motion patterns and are not merely sensitive to lower-level properties such as contingent interaction of self-propelled movement. However, a bias toward perceptual-level encoding and local processing may interfere with the prediction of goal-directed motion in some instances. Results from the three experiments on face and emotion processing suggest that preschool children with ASC do not use emotional expressions as a source of information even though they are able to discriminate between prototypical expressions of emotion and impose similar categorical boundaries as controls. The results from gaze cueing study indicate abnormalities in the processing of eyes. The prevalence of repetitive and ritualistic behaviour does not appear to clearly distinguish preschool children with ASC from controls. A close analysis of the individuals from the ASC group within and across tasks suggests that the experiments are tapping specialised mechanisms and that impaired sensitivity to context and shallow processing of eyes are common in young children with Autism. An alternative framework for investigating the development of ‘theory of mind’ is introduced.

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47

Zhi, Qinghui, e 支清惠. "Arresting dentine caries lesions in Chinese preschool children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45450973.

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48

OLIVEIRA, MARIA CLARA VELOSO DE. "NEUROPSYCHOLOGICAL ASSESSMENT OF EXECUTIVE FUNCTIONS IN PRESCHOOL CHILDREN". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35072@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O entendimento de que o desenvolvimento infantil acontece de maneira dinâmica entre fatores biológicos e ambientais sugere que essa fase constitui um período flexível, que pode ser aprimorado através de intervenções. Desta maneira, crianças em idade pré-escolar são simultaneamente vulneráveis às influências do meio e capazes de se beneficiar com intervenções precoces, apontando para a importância do estudo do desenvolvimento cognitivo nesta etapa da vida. Na literatura, as funções executivas são apresentadas como habilidades cognitivas flexíveis, necessárias para a adaptação do ser humano frente às novas situações, articuladas àquelas ações necessárias para alcançar determinado objetivo. Desta forma, o objetivo deste trabalho foi realizar uma revisão bibliográfica referente aos estudos que investigam os estágios iniciais do desenvolvimento destas funções e, a partir disto, elaborar uma proposta para medir as funções executivas de crianças em idade pré-escolar, apontando os benefícios dessas investigações para a área do desenvolvimento infantil. A partir da revisão de literatura, verificou-se a necessidade de publicações nacionais visando à adaptação e validação de instrumentos de avaliação neuropsicológica direcionados às etapas iniciais do desenvolvimento no ciclo vital. O presente estudo apresenta uma ferramenta alternativa que sirva de instrumento para a investigação destas funções ainda na primeira infância.
The understanding that child development occurs through a dynamicinteraction between biological and environmental factors suggests that this phase is a flexible and amenable to improvements through interventions. In this context, pre-school children are simultaneously vulnerable to environmental influences and able to benefit from early interventions, pointing to the importance of understanding cognitive development at this stage of life. In the literature, executive functions are presented as flexible cognitive skills, necessary for the adaptation of the human being to the new situations, articulated to those actions necessary to reach a certain goal. Thus, the goal of this study was to carry out a bibliographic review of studies that investigate the initial stages executive function development and, from this, elaborate a proposal aiming to measure executive functions in pre-school children, pointing out the benefits of these studies in the area of child development. Results indicated the need for national publications aiming at the adaptation and validation of neuropsychological assessment instruments targeting the initial stages of human development.

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Wuebbens, Stephanie Ann. "Agenesis of the corpus callosum in preschool children". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335542204.

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50

Strong, Heather. "Examining Health Behaviors in Urban Preschool Age Children". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546860.

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