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1
Wood, Margot. "Children's theatre : in search of an approach to theatre by children, for children". Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50296.
Texto completo da fonteResumo:
Thesis (MA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Children's Theatre, although appreciated by participants, has largely been marginalized, even by practitioners in theatre. It is still viewed as a lesser form oftheatre and as a dumping ground for resources from adult theatre. There are two main areas of focus as far as the field of drama for children is concerned. Both areas are based on the notion that play is an important and beneficial part of child development and that dramatic play is a natural development of free play. This study examines the similiarities and differences between the two approaches. The one area concerns itself with creative or educational drama where the child participates in drama activities, usually within a classroom situation. The other area, which is, in fact, the main focus of this study, concerns itself with theatrical presentation for children, i.e. Children's Theatre. Children's Theatre, with adults as the performers, is the most familiar form of Children's Theatre and yet, the one form which directly influences most children, in particular through participation in the school play, is Children's Theatre where children are the performers themselves, in other words, a form of participational theatre. This form of theatre has the potential for influencing children's lives immensely and yet it is often left to persons with no expertise in the field to lead such projects. The opportunity for truly enriching the participants' lives is often lost through poor methodology. Historically, the aims and values set for Children's Theatre have also undergone development to the point where a synthesis has been reached where equal emphasis is to be placed on the quality of the end product as well as the process by which such end product has been reached. A number of problems and issues specific to working in Children's Theatre are examined as they occur in different settings. These include problems concerning script, venue, the child audience and audience participation and problems dealing specifically with the process of directing a cast of children. Possible solutions to these problems are investigated. An approach, based on the theories of practitioners in the field, as well as the results of a number of practical projects, will be formulated. The practical projects will be used to investigate certain viewpoints expressed by practitioners in the field. The approach formulated should not only encourage work of a high artistic standard but should also be based on sound educational principles. Central to this is the approach and style of the director who, in Children's Theatre, is far more than just a director of a theatrical presentation. The director in Children's Theatre is always teacher and director at once.
AFRIKAASNE OPSOMMING: Kinderteater, alhoewel gewild onder deelnemers, is grootliks gemarginaliseer, selfs deur praktisyns in teater. Dit word steeds gesien as 'n mindere teatervorm en 'n stortingsterrein vir hulpbronne van volwasse teater. Daar is twee hoof fokusareas wat drama vir kinders aanbetref. Beide areas is gebaseer op die idee dat spel 'n belangrike en voordelige aspek van kinderontwikkeling is en dramatiese spel 'n natuurlike ontwikkeling van vrye spel. Hierdie studie ondersoek die ooreenkomste en verskille tussen die twee areas. Die een area fokus op kreatiewe of opvoedkundige drama waar die kind deelneem aan drama aktiwiteite, gewoonlik binne 'n klaskamer opset. Die ander area, wat die fokusarea van hierdie studie is, is gemoeid met verhoogaanbiedings vir kinders, dus Kinderteater. Kinderteater, waar volwassenes die spelers is, is die meer bekende vorm van Kinderteater en tog is Kinderteater waar kinders die optreders is, die vorm wat meer kinders beïnvloed, veral deur deelname aan die skoolproduksie. Hier is kinders self die optreders in 'n vorm van deelnemende teater. Hierdie vorm van Kinderteater het die potensiaal om kinders gewelding te beïnvloed en tog word dit dikwels oorgelaat aan persone sonder die nodige kennis op die gebied om sulke projekte te lei. Die geleentheid om kinders positief te verryk raak verlore as gevolg van swak metodologie. Histories het die waardes en oogmerke rondom Kinderteater onwikkeling ondergaan tot die punt waar 'n sintese bereik is waar klem gelê word op die kwaliteit van beide die finale produk en die proses waardeur die eindproduk bereik is. 'n Aantal probleme en kwessies wat eie is aan werk binne Kinderteater sal ondersoek word soos hulle voorkom binne verskeie opsette. Hierby word ingesluit probleme met teks, speelarea, die kindergehoor en gehoordeelname en probleme wat spesifiek handeloor die proses van regie vir kinders as spelers. Moontlike oplossing vir hierdie probleme salondersoek word. 'n Benadering gebaseer op die teorieë van praktisyns op die gebied sowel as die uitslae van 'n aantal praktiese projekte, sal geformuleer word. Die praktiese projekte sal gebruik word om die menings van praktisyns op die gebied te ondersoek. Die benadering moet werk van 'n hoogstaande artistieke gehalte bevorder en moet gebaseer wees op deurgronde onderwysbeginsels. Sentraal tot so 'n benadering is die aanslag en styl van die regisseur wat in Kinderteater veel meer moet wees as bloot 'n regisseur van 'n verhoogopvoering. Die regisseur in Kinderteater is altyd beide onderwyser en regisseur.
2
Parrish, Pamela Jo 1953. "How well are children's needs met in the children to children grief-support groups". Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278417.
Texto completo da fonteResumo:
The primary purpose of this study was to determine whether Children to Children's grief-support groups helped young participants cope with their grief, and which elements of the program were most helpful. The population for this study consisted of six bereaved children between the ages of 5 and 18 who were referred by Children to Children. The instrument used in this study was developed specifically to measure grief in children by self-report. Other information-gathering techniques were used to determine children's attributions for change and their view of their families before and after the loved one's death. It was found that the Children to Children grief-support groups were helpful to the participants. Participants cited two components of the program as most helpful: ritual, verbal sharing of the circumstances of the loved one's death, and being with other children who were going through a similar experience.
3
Antoniou, Foivi. "Children creating and responding to children's art". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610308.
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4
Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.
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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
5
Deng, Liang-Yu F. "Children's perception of war : a comparison study between Taiwanese American children and non-Taiwanese American children /". Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
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6
Schultz, Samantha Jane, e University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.
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7
Price, Patricia Susan. "Children's nursing : meeting the needs of the children?" Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/140/.
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Rodgers’ evolutionary model of concept analysis was used to develop definitions of children’s nursing and their special needs, from which the inherent qualities of children’s nurses were extrapolated and tested in a variety of ways. Firstly selectors of children’s nursing students evaluated the suitability of six hypothetical candidates, in a self administered postal questionnaire. There was some agreement on the identified pre-requisite qualities. Secondly a content analysis of 25 job descriptions for newly qualified children’s nurses, using NUD*IST was undertaken, to determine English NHS Trusts’ expectations. Across the sample there was agreement on the role of the children’s nurse, confirming the definition derived from the concept analysis. There was less agreement between trusts in the manner in which these expectations were expressed. New regulations for nurse education were introduced during the time of this study and the government published new standards for children’s health services. Therefore a final concept analysis of children’s nursing at the start of the 21st century was undertaken. A number of implications for children’s nursing selection and further development of the identified qualities of potential students were identified. The definition of children’s nursing should continue to be debated as the role develops and becomes increasingly expressed in terms of competencies.
8
Avila, Anna Marie. "Young children's stigmatization of the children of divorce". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/906.
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9
Murray, Jeff. "Applications by children under the Children Act 1989 : children 'divorcing' parents". Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31096.
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The Children Act 1989 recognized for the first time, in statutory form, that children can apply, with the leave of the court, for orders relating to their upbringing including an order relating to where he or she might wish to reside. This ability has led to the suggestion that children can 'divorce' their parents. This work considers these changes in two parts. Part I contains a theoretical examination of the relationship between children and the law. It is argued that children, like all human beings and because they are human beings, are radically autonomous (are ends in themselves) and thereby are the holders of strong (ontological) rights which provide the moral basis for law. It is posited that it is the responsibility of the superior courts to uphold the ontological rights of citizens (including children) and to ensure that all human beings are treated as ends in themselves. Attitudes to children in law are, however, at present predicated on welfare concerns which are underpinned by the philosophy of paternalism which sits in contradistinction to the proposition that children be treated as ends in themselves. This is true both in various mainstream theoretical analyses of how the law should look at children and, as is shown in Part II, in past and current practice of how the law has and is looking at children. In Part II the theoretical position advanced in Part I is used to assess whether the Children Act itself and its interpretation in the courts accords with the strong rights thesis. It is argued that as the Children Act is predicated on welfare and not autonomy that it does not accord with this thesis and it is suggested that the courts in considering the new legal rules are doing so paternalistically; a position which is ontologically indefensible.
10
Weikle-Mills, Courtney. "The child reader and American literature, 1700-1852". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758570.
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11
Susantijo, Susi. "The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia". Thesis, Susantijo, Susi (2009) The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia. Masters by Research thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/1655/.
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This thesis concerns the implementation of the Convention on the Rights of the Child (‘the CRC’) in Indonesia: The chasm between theory and practice. Despite the enactment of several laws and regulations aimed at protecting the rights of the child, Indonesia’s implementation of children’s rights remains very limited. The theme of this thesis is that, despite the existence of adequate written laws, a state can fail to achieve an effective implementation of human rights, as exemplified by Indonesia. This thesis will focus on the impact of the rule of law on the holistic well-being of children, a group that Indonesia has acknowledged plays ‘a strategic role’ and is in a ‘unique position [to ensure] the continued existence of the nation’.
The development of the rule of law and its impact on the implementation of the CRC in Indonesia will be compared to Australia, a state where the CRC has been much better implemented. There is an inextricable link between the rule of law and human rights. The prevailing view is that the rule of law does not depend on written laws; the rule of law is more about the extra-legal aspects of a society, such as culture, socio-economic factors and political factors. In the absence of the rule of law, human rights can only be selectively implemented and enforced.
The rights of the child are a global human rights issue, which is particularly pertinent to Indonesia, a nation with a poor record for implementing children’s rights. Children’s rights are well established in international law, largely due to the adoption of the CRC. The CRC has provided the greatest contribution to the field of children’s rights and will serve as the focus of this thesis. Apart from being the most universally ratified human rights convention in history, the CRC expressly recognises a range of children’s rights including civil, political, socio-economic and cultural rights. More importantly, the CRC shifted the responsibility for implementing children’s rights from parents and local communities to State Parties. The CRC is thus an advanced tool for assessing the standard of children’s rights internationally and for implementing change, and will be used to compare the current status of children’s rights in Indonesia and Australia.
Arguably, the issue of children’s rights is complex and the implementation of children’s rights requires a multifaceted approach. This thesis will conclude with recommendations on how Indonesia can move forward to achieve a better implementation of children’s rights.
12
Susantijo, Susi. "The impact of the rule of law on the implementation of the Convention on the Rights of the Child in Indonesia and Australia /". Susantijo, Susi (2009) The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia. Masters by Research thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/1655/.
Texto completo da fonteResumo:
This thesis concerns the implementation of the Convention on the Rights of the Child (‘the CRC’) in Indonesia: The chasm between theory and practice. Despite the enactment of several laws and regulations aimed at protecting the rights of the child, Indonesia’s implementation of children’s rights remains very limited. The theme of this thesis is that, despite the existence of adequate written laws, a state can fail to achieve an effective implementation of human rights, as exemplified by Indonesia. This thesis will focus on the impact of the rule of law on the holistic well-being of children, a group that Indonesia has acknowledged plays ‘a strategic role’ and is in a ‘unique position [to ensure] the continued existence of the nation’.
The development of the rule of law and its impact on the implementation of the CRC in Indonesia will be compared to Australia, a state where the CRC has been much better implemented. There is an inextricable link between the rule of law and human rights. The prevailing view is that the rule of law does not depend on written laws; the rule of law is more about the extra-legal aspects of a society, such as culture, socio-economic factors and political factors. In the absence of the rule of law, human rights can only be selectively implemented and enforced.
The rights of the child are a global human rights issue, which is particularly pertinent to Indonesia, a nation with a poor record for implementing children’s rights. Children’s rights are well established in international law, largely due to the adoption of the CRC. The CRC has provided the greatest contribution to the field of children’s rights and will serve as the focus of this thesis. Apart from being the most universally ratified human rights convention in history, the CRC expressly recognises a range of children’s rights including civil, political, socio-economic and cultural rights. More importantly, the CRC shifted the responsibility for implementing children’s rights from parents and local communities to State Parties. The CRC is thus an advanced tool for assessing the standard of children’s rights internationally and for implementing change, and will be used to compare the current status of children’s rights in Indonesia and Australia.
Arguably, the issue of children’s rights is complex and the implementation of children’s rights requires a multifaceted approach. This thesis will conclude with recommendations on how Indonesia can move forward to achieve a better implementation of children’s rights.
13
Yamanashi, Julie E. "Children helping children : a cooperative learning approach /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.
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14
Cristia, Julian Pedro. "Affecting children and the effect of children". College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3521.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Dept. of Economics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
15
Бабич, Володимир Андрійович, Владимир Андреевич Бабич, Volodymyr Andriiovych Babych e E. B. Obaigwa. "Inflammatory diseases in children. Osteomyelitis in children". Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/15989.
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Definition: osteomyelitis is an infection of the bone that can occur after a spread of an infection from the blood stream (hematogenous osteomyelitis), after spread of another infection (such as arthritis).
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/15989
16
Butt, Serena Anne. "The social implications for children attending children's health camps". Thesis, University of Canterbury. Psychology, 1998. http://hdl.handle.net/10092/6847.
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Three studies are reported which investigated the impact of attendance at health camp on liking by and interaction with peers.
The first study used a group question and answer format to obtain baseline knowledge children held with regard to the nature of health camp and reasons children attend. A majority of children had an accurate understanding of health camp and furthermore, but from an evaluative perspective much of that understanding was negative.
The second study utilized vignettes describing children with different problems (health, behavioral, family) as-either attending or not attending health. Attendance at health camp had no impact on liking or difference (from self) ratings. However, the problem type did elicit a significant effect. The child with a behavioral problem children was rated as more different from the self and liked less than the other two target children (with family and health problems) and the control child. From this study it appeared that it was the problem rather than attendance at health camp that resulted in stigmatization, but the hypothetical nature of this study presented some potential limitations, therefore the final study was conducted using actual children.
The final study was conducted 2 weeks prior health camp and 2-3 weeks after the target children returned from health camp. Before health camp the attending children were nominated less often than expected by peers asked to nominate 3 classmates they liked most and nominated more often than expected when peers were asked to nominate 3 classmates they disliked the most. When observed in the playground, the children due to attend health camp were subjected to more negative interactions and fewer positive interactions than matched control children.
Post health camp there was little change in peer nominations, but a marked improvement in observed interactions, with the attending child not significantly different from the control child in interaction patterns, the majority of which were positive.
The findings of the three studies were discussed with reference to the initial question, with a focus on the importance of this research in developing an understanding of the wider impact of children's health camps. Possible limitations of the current research and suggestions for future research were also considered.
17
Fausett, Yvonne Marie. "Elementary school children's stigmatization of children with mental illness /". View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115627.
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18
Lambirth, Andrew. "What is the appeal of poetry written for children for children? : a study of children's relationship with poetry". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10007412/.
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This thesis explores the appeal that a sample of children's poetry has for a group of thirty children in their final year of primary school in the United Kingdom. It examines this appeal within a socio-historical context that perceives literature written for children as playing an important role within a 'developmental state' (Lee, 2001) - a State where children are seen as sites of investment and as 'human becomings'. The thesis argues that the literature written for children forms part of the discourse that has historically attempted to define, manage and maintain contemporary conceptualisations of childhood. Within this context of adult society's ideological claim over literature written for children - including poetry - the study explores the nature of the appeal the texts generate for a class of ll-year olds. Through the use of a triangulation of case studies, the enquiry investigates how this appeal reflects children's own understanding of their childness (Hollindale, 1997). It will argue that although children's literature continues to be written for a variety of adult purposes, children are able to manage the messages and meanings found within the poetry and create their own pleasures from the texts with which they engage, rejecting those that they individually dislike.
19
Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.
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20
Bunow, Miriam Jennie. "The archaeology of childhood toys in 19th century upstate New York /". Diss., Online access via UMI:, 2009.
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21
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&rsquos 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
22
Dubé, John, e University of Lethbridge Faculty of Education. "Suicidal children". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/218.
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This study gathers the literature on suicidal children and creates guidelines designed to assist professionals with assessing the suicidality of a child. Analysis of the literature reveals that there are varying ages of children used in the research, a lack of standardization for the definition of suicide, and resistance towards a collective research approach to understanding suicidal behaviour. The literature also identifies the important risk factors, which are incorporated into guidelines for determing this sucidality of a child: family discord and violence, depression, significant loss, poor and/or dysfunctional parent/child communication and bonding, aggressive behaviour, stress, physical abuse, parental separation/divorce, hopelessness, academic difficulties, prior suicide attempts, and viewing death as a temporary state of being.viii, 104 leaves ; 29 cm.
23
Krupski, Jadwiga. "Shakespeare's children". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39774.
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The present study explores the role and social status of children in the plays and in the sonnets by Shakespeare. I have attempted to trace the tension between accepted societal attitudes of the time and the underlying sympathy and compassion for children made manifest in the text through dramatic situation and language.In the Histories and in the Tragedies, children are seen as pawns in adult power plays, while a disregard for a child's natural developmental progress is made apparent in both the Histories and the Comedies. Nevertheless at times, and particularly in the Tragedies and in the Romances, the actual children in the plays become agents of reconciliation and regeneration; in Macbeth, the victimized children acquire the status of a powerful symbol. The Sonnets, which deal with childhood as an abstract idea, foreshadow this synthesis of actuality and metaphoric tenor.
24
Palmgren, Tristan Scott. "Galloway's Children". Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1217029029.
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25
盧立仁 e Lap-yan Lo. "Application of children's reasoning skills: how children know a cat has life". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3122765X.
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26
Dawkins, Melissa K. "Impact of children's diagnosis of diabetes on mothers and children /". Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09SPS/09spsd271.pdf.
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27
Martin, Elizabeth Stewart. "The influence of children on family purchasing : capturing children's voices". Thesis, University of Aberdeen, 2006. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166194.
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Coupled with the outcome focus, although the important role of children within family purchasing has been acknowledged, many researchers have neglected to include children directly as respondents. Taken together, these conceptual and methodological issues highlighted the need for in-depth qualitative research exploring family purchasing. The research aimed to explore the nature of child influence in terms of children’s role within the family purchase process, the influence behaviour adopted by children, and their role in aspects of the purchase process such as communications. The methods adopted included the collection of bibliographic data, an in-depth interview with parents and children separately, and the completion of a decision mapping tool, followed by a family interview. The research revealed a number of important findings. An overarching theme concerned the complexity of family purchase decision making. There were multiple patterns of decision making found which reflect the numerous factors that impact on and influence this important purchasing unit. Critically, factors other than product were seen to have a key impact on child influence. The children in all of the respondent families were found to have direct influence over the purchases discussed. Rather than living up to the ‘pester power’ stereotype commonly portrayed in the media, the children demonstrated a range of sophisticated behaviours, underpinned by the use of knowledge and information. The children also played an active role within family purchase communication.
28
Peek, Cindy Joy. "Leading children's services : future building for children and young people". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5377/.
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The research is a case study of one local authority and the leadership of complex change with a focus on Children’s Services. It has as its focus the leadership of children’s services and within that explores three particular areas of change: that of reducing budgets, the Academisation of schools and the systems change for child protection services. Implications for academic debate include the differences between the public and private sectors in terms of the political nature of local government; high levels of regulation and inspection; the relationship between employed staff and elected members; and the relationship with staff and that of trade union engagement. Although local government can draw from the private sector regarding leadership, the public sector has particular differences and this should be reflected in the approaches taken by senior leaders. The study evidenced the move from the traditional ‘command and control’ of bureaucratic leadership to that of distributed leadership as well as the utilization of shared leadership within the partnership arena. Leaders moved between transactional and transformational roles as the change process demanded. Implications for practice also included systems thinking; dealing with the barriers to change and putting ‘team’ into the senior leadership team.
29
Paine, Carina Bridget. "Children making faces : enhancing children's facial recall and composite construction". Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413807.
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30
Wu, Q. (Qi). "Comparing children’s and parents’ preferences regarding e-books for children". Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611103001.
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With the improvement of ICT, the e-book offers a new opportunity to help improve the children’s reading. There are arguments about choosing e-books or printed books for children, but the e-book provides some new features that printed do not have, thus to find out what is the good factors of the e-books will help the development of the e-books. I have discussed the relationship between children and reading, and furthermore, what is a good design of e-book is discussed, this aims to find the ways to design e-books that will encourage children to read and help improve the engagement between children and e-books.
For finding the good factors of the e-book design, interviews with children and their parents were made. Each family is treated as an individual case. I have found out what are the most common opinions in these 11 families and what are differences between the preferences of parents (including grandparents) and children. The different tastes from younger children to the older children is also included in the findings. Due to the amount of the interviewed in the study, including all the data in a single case seems to get a lot of mass, thus the cross-case synthesis helps to get a clear result.
This study reveals that not all the children have accessed to e-books, and the preferred feature between parents and children are not all different. The preferred interfaces of e-books from parents to children are quite the same, most of the interviewee choose the interface which is colourful, cartoon and with animations. However, one of the mothers also mentioned that animation is an argued feature that may limit the children’s imagination. What’s more, all of the parents mentioned that the screen of the e-books need to be improved, but this is also considered that the informing to the parents of the screen is needed. Moreover, both parents and children are interested in the read-aloud feature of the e-books, apart from this, parents are more focusing on the interactive features, animations while children prefer gamifications.
31
Shier, Harry McCall. "Children's rights in school : the perception of children in Nicaragua". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709819.
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For the many thousands of children in poor countries who drop out of school and so lose out on the life-chances that education might offer them, the notion of a ‘right to education’ has little meaning. Poverty and child labour are contributing factors, but for many children lack of respect for their rights in education is also a major problem. While current ‘whole-school approaches’ to children’s rights seem promising, failure to address underlying problems reduces their effectiveness. This thesis explores how children and adolescents in Nicaragua’s coffee sector perceive their human rights in school, providing insights that can contribute to the development of effective human-rights- based approaches to schooling, particularly in poor countries where the right to go to school must itself be claimed and defended. To understand how children themselves perceive their rights in school and the issues that concern them, the adult researcher worked in partnership with a team of child researchers in Nicaragua. The use of a distinctive methodology known as ‘Transformative Research by Children and Adolescents’ generated additional knowledge regarding the development of productive and ethical partnerships between child and adult researchers. The child researchers were facilitated in developing and carrying out a research project using qualitative interviews to address the above issues, including producing and publishing their own report; while the adult researcher gathered background information from parents, teachers and other adult informants. With the young researchers’ approval, their original data was subjected to a more thorough thematic analysis, which was compared with their own analysis. Four main themes emerged: (1) Developing positive human relations is fundamental for a rights-respecting school; (2) Students see some forms of behaviour management as rights violations, for example depriving them of playtime as punishment; (3) Lack of attention to the complex relationship(s) between rights and responsibilities has led to confusion and misunderstandings; (4) The child’s right to be heard was not an important issue for the children in this research, which raises questions for adult researchers interested in this topic. The main implications of the study are: highlighting the need for a rights-based approach to human relations in schools, particularly for dealing with behaviour issues; identifying the need for a more coherent and consensual pedagogy around children’s rights and responsibilities; and helping adult and child researchers develop more effective and productive partnerships.
32
Shotola, Karalee. "The Portrayal of Dyslexia and Children in Children’s Picture Books". Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.
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Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books published in English speaking countries including the United States, Canada, and Australia for their portrayal of dyslexia, the plot, the characterization of the child, and the child’s relationship with others. I read through the books multiple times and conducted a content analysis to identify patterns in the portrayal of images of dyslexia and the child characters over the period of 1995-2018. Through the analysis of images of dyslexia, it became apparent that dyslexia had a major impact on the story of the six books and was often described as a challenge. Furthermore, the character’s teachers were often the first to recognize the symptoms of dyslexia,and the characters commonly received treatment through their schools. When analyzing the plot, the themes of acceptance and pretending as well as the shift from happy endings to realistic endings became apparent. When the portrayal of the child characters were analyzed, their strengths were in areas outside of reading and writing, and their weaknesses were due to dyslexia. In addition, the characters’ negative self-concept and their lack of ethnic diversity became evident. Lastly, the analysis of the character’s relationships with others showed the supportive role of their parents and teachers, along with the shifting portrayal of bullying classmates to supportive friends. The analysis of this thesis revealed similar findings to previous research conducted on children’s books portraying children with dyslexia,as well as comparable findings to the research on the real experiences of children who have dyslexia.
33
Nichols, Edward Gerard. "Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194191.
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This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.
34
Redford, Sofia. "Framing the issues of orphans and vulnerable children /". Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/255.pdf.
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35
Ong-Dean, Colin William. "Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.
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36
Amankwaa, Afua. "Effect of Parental Incarceration on Their Children: Children’s Experience of Parents’ Arrest and Information Disclosure to Children on Parents’ Arrest". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/30.
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We examined the arrest experience and information disclosure of parents arrest to 17 children of incarcerated parents and their caregivers. Using in-depth interviews with children and their caregivers, data were gathered on the experience of children during their parents’ arrest, and how information on parents’ arrest was disclosed to children who were not available during their parents’ arrest. Analyses of interview transcripts thematically showed that 6 out of the 17 children were available during the arrest of their parents. This happened as police officers did not make enquires on presence of children before arriving at their arrest venue. Further, most of these children were exposed to their parents been violently treated by police officers which had emotional effect on them, while some retain vivid memories of the arrest. Our results also suggest that, there was little or no preparation of children who were not available during their parents’ arrest psychologically for the receiving of information on their parents’ arrest. As some got to know about their parents’ arrest while in school, others got to know through teasing by their friends as their caregivers lied to them concerning their parents’ whereabouts. Disclosure of information on parents’ arrest to children led to some children been emotionally traumatized. In comparison of children with incarcerated mothers to children with incarcerated fathers, children with incarcerated mothers were more likely to have witnessed the arrest of their mothers. Implications for these findings are discussed in the study.
37
Pierce, Kyle C., e Michael H. Stone. "Children and Sport – How Hard Should Children Be Trained?" Digital Commons @ East Tennessee State University, 2017. https://doi.org/10.7707/hmj.730.
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The participation of children and early and late adolescents in resistance training activities, including training for sport, appears to continually be on the rise. The involvement of youth in the sport of weightlifting and the use of weightlifting methods as part of training for sport performance also appears to be growing. The increased acceptance of these activities is evidenced by the number of both lay and scientific articles, specialized magazines and publications devoted to the different types of resistance training. It is also indicated by simple observation of fitness centres and sports training facilities. The use of resistance training appears to be growing in popularity despite poorly supported position statements, anecdotal reports and speculation concerning the potential for injury. Children and adolescents participating in resistance training programs can make noticeable increases in strength and power as well as physiological parameters associated with both health and sport performance. Although the number of children and adolescents (aged 8–18 years) involved in some form of resistance training is increasing and evidenced-based reviews that support these activities have been published, controversy still exists. There are still those who insist that training with free weights, particularly the sport of weightlifting, should not take place until a person is fully developed, even though there is not much objective evidence to support such a position. More recently published scientific data support the notion that properly supervised resistance training programs can improve sport performance, reduce injury potential and enhance healthy facets of children and early and late adolescents.
38
Jeziorski, Carolyn Ann Marie. "The experience of reality and fantasy from books: the six year old child". Thesis, Boston University, 1994. https://hdl.handle.net/2144/27682.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. 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.
2031-01-02
39
Nkubungu, Pumza. "The perceptions and experiences of violence on children in children's homes". Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2612.
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Magister Psychologiae - MPsychThis study aimed at looking at children's perceptions of violence, exploring the experiences on child violence and lastly perceptions of children about intervention strategies in children's homes. The participants were sourced from the rehabilitation centres, at the children's homes in Khayelitsha. A manageable group of between 8 participants was used in the study. The participants were adolescents aged between 14-16 years old. The data was collected through individual interviews and was analysed in terms of thematic analysis. Each interview was tape recorded and transcribed. The ethics was taken into considerations from the onset process of recruitment, and for this reason the consent and assent letters were be provided and signed by both participants and care givers. Counselling support was provided for the participants. The common belief in this study was that the majority of the violence is found in the areas of their origin, which were the townships where they grew up. Generally, the participants held different beliefs on their sense of safety, which was related in the current area in which they live. The ultimate conclusions that have been drawn from the findings, suggest that children experience various difficulties and challenges, in their lives within children’s home. Despite these challenges and difficulties that are encountered, participants appear to remain relatively contented with life in the home. Moreover, the participants also appeared to demonstrate a greater preference for living within the home over that of the previous living conditions from which they originate.
South Africa
40
Baker, Sandra Michelle. "Measuring stress in children : the development of the Children's life situation scale". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952813.
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The purpose of the present study was to continue the development of the Children's Life Situation Scale, in an attempt to create a scale which answered some of the methodological and statistical problems with existing scales and to establish psychometric evidence for its use. The participants were 210 fifth, sixth and seventh graders. Respondents were primarily from the middle class with approximately equal numbers of males (n=105) and females (n=106).The following research questions were addressed: 1. How well do individual items relate to a central concept and what is the internal consistency of the scale?2. What is the internal factor structure of the scale? 3. What is the criterion related validity of the scale in relation to the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992)? 4. Do positive events affect outcome measures in a different way than do negatively stressful events?Results of reliability analysis suggested that the scale was highly internally consistent, and that all items equally related to the central concept of stress. However, Principal Axis Factoring revealed two factors which were conceptualized as "Life Events," and "Daily Hassles." When the total stress score as well as individual factor scores were correlated with the BASC, they were found to correlate significantly with all subscales, with the strongest correlations involving scales of an internalizing nature such as depression. The "Daily Hassles" factor was found to correlate most strongly with students' reports of psychological distress. Not only do the results support the use of the present scale as a reliable and valid measure of stress in children, results support the conceptualization of stress as involving two components, both "Life Events" and "Daily Hassles."Department of Educational Psychology
41
Miskovitz, Michele Susan. "Cultural differences in art concepts of children". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.Source: Masters Abstracts International, Volume: 45-06, page: 2750. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves [89-91]).
42
Aniruth, Sunildutt. "Maxillofacial fractures in children attending the Red Cross War Memorial Children's Hospital". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The literature shows that maxillofacial fractures in children are uncommon. Although the Department of Oral and Maxillofacial Surgery of the Faculty of Dentistry, of the University of the Western Cape, has been providing a service to the Red Cross Children&rsquos Hospital (RXH) for the past twenty years, no study had been undertaken to determine the age, gender, number of patients per year, aetiology, patterns, and management of maxillofacial fractures at this institution. A retrospective records based study was undertaken to determine these features. This study accessed the records of patients seen at the trauma unit at RXH, from 1994 to 2003 inclusive, and referred for maxillofacial attention.
One-hundred-and-five patient records were obtained and analyzed using the SPSS statistic package. One-hundred-and-twenty-seven fractures were recorded in one hundred and five patients. The age of the patients ranged from one to thirteen. Sixty-five male and forty female patients were seen. Dentoalveolar fractures were the most common fracture seen in both the midface and mandible. Midface fractures were more common than mandibular fractures. Falls, followed by motor vehicle accidents, were the most common cause of facial fractures. Most fractures were successfully managed by closed procedures. At this institution, nasal and frontal fractures have surprisingly little or no input from the Department of Oral and Maxillofacial Surgery.
43
Day, Sara. "Listening to young children : an investigation of children's day care experience in children's centres". Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532932.
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The provision of day care in Children's Centres is considered to be one of the key delivery mechanisms to achieve outcomes for children as set out in the Every Child Matters Agenda (DfES, 2003). The outcomes include, being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being. The aim is to improve outcomes for all young children and in particular close the gap between the most disadvantaged and others. It is the intention that outcomes for children will be improved by increasing high quality integrated childcare and early learning. Although the need to obtain children's views on services is recognised in government policy and guidance for Children's Centres, research and practice suggests that this has not taken place for day care. Absent in the research has been an investigation of changes and improvements in day care based on listening to the children. This small scale qualitative research investigated how young children were experiencing and enjoying their day care in Children's Centres and how this could be improved through listening to them. The questions that were addressed were; How are children experiencing day care in Children's Centres? What is it about their day care experiences that children enjoy? How can we 'make it better' for children in day care? Six young children receiving full-time day care in two nurseries based in Children's Centres were selected. Tools, including a full day observation, interview, tours, use of cameras and role play were developed to listen to each child. An ethnographic approach to data gathering was employed to gain insights from the children's perspectives and to enable them to take a lead in showing how they were experiencing and enjoying their day care. Findings were obtained through an instrumental case study design employing multiple methods, triangulation and an inductive methodological and analytical approach. The critical realist epistemological approach underpinning the research permitted consideration of how important aspects of day care could be improved and constructed based on a unified voice of the children. Main findings and the contribution of this research were as follows; • Relationships with carers and other children had high importance to these children in day care. • A significant finding was the children's enjoyment and choice of a wide range of play and early learning activities in the nurseries. • There were shortcomings in the day care of older children relating to the availability of key adults and their interactions with adults. • There may be assumptions underlying day care practices that are based on the needs of nurseries not children. • Children may have needs related to attachment with key adults and children in day care settings. Implications of findings for the development of day care practices, research and the contribution of educational psychology are discussed in context of the literature. The contribution of the research to the development of tools, methodologies and inductive approaches to listen to young children is highlighted. The psychological need for children's attachments with adults and children within day care settings is uniquely raised. Implications for extension of attachment theory and the development of relationships in day care contexts are explored.
44
Celeste, Yee Soo Chuen. "Perspectives of looked after children on school experience : a study conducted among primary school children in a children's home in Singapore". Thesis, Durham University, 2006. http://etheses.dur.ac.uk/3170/.
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The study was conducted on the ground that the education of looked after children (specifically children in a Children's Home) is significant for their development, future success and social integration. While low attainment has been reported from research done in UK, the issue is largely neglected by researchers in Singapore. The aim of thisstudy is to provide a description of looked after children's perspectives on their experiences in the mainstream schools in Singapore. The study was a case study conducted in a residential home with about 40 Primary School children. The research comprises four phases of data collection. It began with a preliminary finding that looked into the demography of the children in the Home, especially their educational attainment. Next, structured interviews that explore children's perspectives concerning school, teachers, classmates, lesson time, homework, and aspiration were conducted with 21 informants. Documents that provide information about the Home's operation were also collected and examined for the understanding of the Home's environment and support for children's education. Finally, conclusions drawn from these data were used to formulate a questionnaire that involved all Primary School children in the Home. Results from the preliminary study had confirmed that the academic achievements ofchildren in the Home were skewed towards the lower end. While the Home had incorporated a number of measures to ensure its charges were adequately supported to meet school demands, school progress was not its main thrust and a personalized educational plan to address individual needs was not practiced. Eight issues arose from the findings of the interviews and questionnaire survey. Concerning school, their general feelings, dissatisfactions, teachers' roles, relations with classmates, school transfer and aspirations were discussed. Although the Home was not the focus of the study, children's perspectives concerning the people and its environment on educational support gave the background to their experiences in school. Ultimately, there remains a need for school and the Home to improve their facilitations to encourage school progress among looked after children. The findings suggest that information plays an important role in teachers' effectiveness and it could be acquired through training and the stipulation of regular review meetings with the Home staff. Besides collaborating with the teaching staff, the Home could consider looking into a personalized educational plan, revamp its educational support programme and physical environment, and allow children's participation in certain decision making.
45
Mäkinen, L. (Leena). "Narrative language in typically developing children, children with specific language impairment and children with autism spectrum disorder". Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526206981.
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Abstract This study examined Finnish children’s narrative skills using a picture-based story generation task. 4- to 8-year-old children with typical development (n = 172), 5- to 7-year-old children with specific language impairment (SLI) (n = 19) and 5- to 10-year-old children with autism spectrum disorder (ASD) (n = 16) participated in the study. Linguistic (productivity, syntactic complexity, grammatical accuracy) and pragmatic (referential accuracy, event content, mental state expressions, discourse features, and story comprehension) measures were used so as to gain a comprehensive picture of narrative skills. The choice of measures was based on the narrative abilities of the participants, and not all measures were used with all participants. In typically developing children, a subtle development trend was seen in all the measures used, but significant differences between consecutive age-groups were mostly seen in younger participants. The relationship between narrative productivity measures and event content was found to be important. The number of different word tokens was, in particular, useful in explaining the event content. For children with SLI, the linguistic and pragmatic aspects of narration were demanding. Their stories were short and contained less information than those of their control. Their referential and grammatical accuracy was also poorer than among typically developing children, and they showed difficulties in expressing the mental states of the story characters and in story comprehension. Children with ASD produced narratives with an almost similar linguistic structure to those of their control children. However, children with ASD showed difficulties in the pragmatic aspect of narration, in establishing informative story content and in story comprehension. They also tended to include irrelevant information in their stories, which was not seen to that extent in cases of typical development. This dissertation shows a development in 4- to 8-year-olds’ narratives that seems to occur around the ages of 4 and 5. Narrative difficulties seem to be related to both SLI and ASD, but are more wide-ranging in SLI, whereas in ASD difficulties focus on the pragmatic aspects of narrationTiivistelmä Tutkimuksessa selvitettiin, millaiset ovat suomalaislasten kuvasarjakerronnan avulla arvioidut kerrontataidot. Tutkimukseen osallistui 4–8-vuotiaita tyypillisesti kehittyneitä lapsia (n = 172), 5–7-vuotiaita lapsia, joilla on kielellinen erityisvaikeus (SLI) (n = 19) ja 5–10-vuotiaita lapsia, joilla on autismikirjon häiriö (ASD) (n = 16). Tutkimuksessa käytettiin lingvistisiä (produktiivisuus, syntaksin monipuolisuus, kieliopillinen tarkkuus) ja pragmaattisia (viittaussuhteiden tarkkuus, tapahtumasisältö, mielentilailmaukset, diskurssipiirteet, kertomuksen ymmärtäminen) muuttujia, jotta kerrontataidoista saadaan kokonaisvaltainen kuva. Kaikkia muuttujia ei käytetty kaikkien tutkittavien kesken, vaan tutkimusmenetelmien valinta perustui tutkittavien kerronnan piirteisiin. Tyypillisesti kehittyvien lasten kerrontataidot kehittyivät kaikkien käytettyjen muuttujien osalta, mutta peräkkäisissä ikäryhmissä merkitsevä muutos havaittiin vain nuorempien ikäryhmien välillä. Kerronnan produktiivisuuden ja tapahtumasisällön välillä havaittiin yhteys, ja erityisesti eri saneiden määrä oli merkitsevä tapahtumasisällön selittäjä. Kerronnan lingvistinen ja pragmaattinen hallinta oli haastavaa lapsille, joilla on SLI. Heidän kertomuksensa olivat pituudeltaan, tapahtumasisällöltään ja mielentilailmauksiltaan niukempia sekä viittaussuhteiltaan epätarkempia kuin tyypillisesti kehittyvien lasten kertomukset. Lapset, joilla on SLI, tuottivat enemmän kieliopillisia virheitä kuin kontrollilapset, ja myös tarinan ymmärtäminen oli heille haastavaa. Kertomuksen lingvistinen rakenne oli likimain samankaltainen tyypillisesti kehittyneillä lapsilla ja lapsilla, joilla on ASD. Lapset, joilla on ASD, tuottivat tapahtumasisällöltään niukempia kertomuksia kuin kontrollilapset, ja lisäksi heidän tarinansa sisälsivät irrelevanttia tietoa. Kertomuksen ymmärtäminen oli myös vaikeaa lapsille, joilla on ASD. Tutkimus osoittaa, että 4–8-vuotiaiden kerrontataidoissa on kehitystä, mikä vaikuttaa olevan aktiivista erityisesti 4–5 ikävuoden aikana. Kerronnan vaikeudet ovat kielellisessä erityisvaikeudessa laaja-alaisia, kun taas autismikirjossa vaikeudet näkyvät ennemmin kerronnan pragmaattisessa hallinnassa
46
Giustina, Roberta <1989>. "Philosophy for Children o Pedagogy for Children? Il Giudizio Riflettente come paradigma filosofico della Philosophy for Children". Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8170.
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Attraverso una dettagliata analisi del curricolo educativo della Philosophy for Children e la successiva analisi del panorama filosofico contemporaneo,indagato secondo le coordinate del giudizio riflettente kantiano e della tesi dell'esemplarità, si cerca di ancorare la Philosophy for Children ad un solido paradigma filosofico, per legittimarne a pieno titolo l'esistenza nel contesto filosofico attuale e attribuirle il solido valore filosofico che merita e che non trova attualmente effettivo riscontro nella realtà.
47
Parker, Karen. "Children's perceptions of secondary transition : a phenomenological approach with austistic children". Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532958.
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This study examines the perceptions of a group of children with diagnoses of autism of their transition to mainstream secondary school. The children's views were obtained via semi-structured interviews (2 -4 per participant) using vignettes as a tool for encouraging participation. Interviews were conducted in the final term of the first year at secondary school to obtain a retrospective account of experiences. Interviews were transcribed and analysed using thematic analysis. Five themes were identified from the data. Three of those, belonging, ambiguous adult interactions and pre-transition versus school support, provide new ways of perceiving transition for this group of children. The findings suggest that the children viewed transition positively and felt part of the school. However, they were anxious of standing out in front of peers and adults and were confused by inconsistency in adult interactions. Pre transition support was seen to be ineffective. The findings have implications for practice. The views of children should be sought with greater frequency. Transition should be viewed as a longer term process and support extended accordingly. Class teachers need to have greater involvement, moving responsibility away from SEN departments.
48
Turpin, Kelly Marie. "Are Children Overstructured?: Involvement in Adult-Organized Activities and Children’s Outcomes". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228250961.
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49
Turpin, Kelly Marie. "Are children overstructured? involvement in adult-organized activities and children's outcomes /". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228250961.
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50
Strydom, L. T. (Louie Talitha). "The experiences of children in middle-childhood regarding children's court procedures". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41498.
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Current statistics show an alarming number of children entering the South African children’s court system annually. Yet little to no research has been conducted involving children who actually attend children’s court within the South African context, specifically since the promulgation of the new Children’s Act 38 of 2005. Consequently, very little knowledge regarding these children’s experiences and where the court system may be failing them exists.
Statutory intervention with children in the middle-childhood phase is based on the premise that such intervention is in the best interest of the child. The process begins with the assignment of a social worker who is tasked with conducting a comprehensive investigation into the child’s life. Once this investigation has been finalised, the child and all relevant parties will attend children’s court where a final decision will be made regarding the child’s future care. The question arises how children experience children’s court procedures and whether there are areas where improvement would be warranted, especially since heavy caseloads often result in postponements which could exacerbate any negative experiences.
With a view to gaining insight into middle-childhood children’s experience of children’s court procedures, the researcher conducted a qualitative, applied study using a collective case study design. Two literature studies form the knowledge base of the study, where the first explores the various areas of development in middle childhood and the second the children’s court process, with specific reference to the relevant legislation and polices underlying this process.
In-depth interviews with nine children in the middle-childhood phase who had been exposed to children’s court procedures allowed the researcher to gather data from the children’s perspectives, rather than from the perspective of professionals as is the case in the majority of other studies. This empirical study contributed to the knowledge base by providing evidence that children are not by any means adequately prepared for children’s court and do not meaningfully participate in the process. Furthermore, empirical evidence revealed that children in middle childhood often associate negative emotions – notably fear, sadness and anger – with children’s court procedures.
From this empirical study, it was concluded that social workers need to take responsibility for ensuring that children are comprehensively prepared for court procedures. Furthermore, steps need to be taken to enhance children’s level of participation throughout the entire process.Dissertation (MSW)--University of Pretoria, 2013.
lmchunu2014
Social Work and Criminology
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