Дисертації з теми "Parent talk"
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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.
Повний текст джерелаThatcher, Jennifer Yorgason. "How Parents and Their Adolescent Children "Talk the Talk" in Religious Conversations." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1334.pdf.
Повний текст джерелаDroser, Veronica Anne. "Talking the Talk| An Exploration of Parent-Child Communication about Cyberbullying." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547403.
Повний текст джерелаTechnology has, without a doubt, altered the social fabric of society. Mediated forms of communication have paved the way for more efficient production, and the vast amount of information available online has given people the opportunity to be more informed than ever. However, the rise of mediated communication has also presented a number of new threats. The current study focused on one of these threats, cyberbullying, and was interested in looking at how parents talk about and understand their child's cyberbullying behavior.
This study had the goal of uncovering if parents talk to their child about cyberbullying, and how they approach these conversations. The intent of this study was grounded in the idea that parent-child communication is a valuable tool for developing belief systems, as well as making sustainable, positive and effective changes to behavior and perceptions.
Ultimately, parents do not avoid conversations about cyberbullying with their children. Parents structure these conversations with the intention of positively changing their child's behavior and beliefs. Specifically, parents talk about cyberbullying with their children as an effort to decrease the perceived risk their child faces if he or she participates in cyberbullying. However, these conversations are limited because they are grounded in misrepresented media coverage of cyberbullying which intensifies cyberbullying behaviors. As such, media producers must work toward presenting more all encompassing and wide spread coverage of cyberbullying as an effort to educate parents about the variety of behaviors which relate to cyberbullying.
Donnelly, Reesa. "THE RELATIONSHIP OF PARENT AND CHILD SELF-TALK IN A COLLEGE SAMPLE." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2240.
Повний текст джерелаM.S.
Department of Psychology
Arts and Sciences
Psychology
Alisic, Eva, Shaminka Gunaratnam, Anna Barrett, Rowena Conroy, Helen Jowett, Silvia Bressan, Franz E. Babl, Roderick McClure, Vicki Anderson, and Matthias R. Mehl. "Injury talk: spontaneous parent–child conversations in the aftermath of a potentially traumatic event." BMJ PUBLISHING GROUP, 2017. http://hdl.handle.net/10150/626115.
Повний текст джерелаPope, Michell. "Let's Talk Tobacco: African American Parent-Adolescent Communication About Tobacco Use Within the Context of Parental Smoking." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3783.
Повний текст джерелаAllen, Evette L. "Family Sex Talk: Analyzing the Influence of Family Communication Patterns on Parent and Late Adolescent's Sex Conversations." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30431/.
Повний текст джерелаZhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.
Повний текст джерелаDavitti, Elena. "Dialogue interpreting as intercultural mediation : integrating talk and gaze in the analysis of mediated parent-teacher meetings." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/dialogue-interpreting-as-intercultural-mediationintegrating-talk-and-gaze-in-the-analysis-of-mediated-parentteacher-meetings(590f73d9-d375-4aa0-a813-a872da49dd19).html.
Повний текст джерелаNelson, Ariadne E. "“ It’s almost like you’re learning through cooking”: A Conversation Analytic Study of Parent-Child Number Talk during an Early Math Intervention." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109193.
Повний текст джерелаResearch has shown that parents’ number talk predicts preschoolers’ concurrent and prospective math skills; yet, there is considerable heterogeneity in parents’ use of number talk (e.g., Ramani et al., 2015). Given this, researchers are developing resources and interventions designed to encourage family numeracy (e.g., Hanner et al., 2019). Interventions, however, are based on a limited understanding of how families engage in numeracy conversations, particularly when parents are working to teach their children. Developmental researchers tend to operationalize parent talk as discrete, decontextualized instances of environmental input. In contrast, scholars using Conversation Analysis (CA) argue that understanding interactional phenomenon requires attention to how it is collaboratively and incrementally constructed through turn-taking sequences and how it allows interlocutors to accomplish social actions across stretches of interaction (e.g., Schegloff, 2007). The current study used CA to examine parent-preschooler conversations about numeracy during a home-based math intervention for which parents and children cooked together. The 30 parents—primarily middle-class, college educated parents of color— and their 3- to 5-year-old children received a cookbook with domain-general learning tips and 15 recipes. Families in the treatment condition received additional numeracy tips, some specific to the recipes provided and some broadly applicable to any recipe. Families were asked to audio record themselves cooking twice a month for three months. Results indicated that exchanges in which numeracy pedagogy was irrelevant (i.e., low-relevance pedagogy) for completing the recipe were qualitatively different from exchanges in which numeracy pedagogy facilitated children’s participation in cooking tasks (i.e., high-relevance pedagogy). While low-relevance pedagogy engaged children in rehearsing their numeracy skills, high-relevance pedagogy invited children to use their numeracy knowledge to plan and implement recipe tasks. Counting occurred primarily within low-relevance pedagogy, meaning parents’ prompts to count were disconnected from cooking. The recipes, ingredients, and cooking tools families selected shaped the affordances for numeracy pedagogy. This dissertation has implications for improving early learning interventions
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Smith, Clare E. "Examining the effectiveness of the babytalk home visiting service on parent talk to children and child language development : a randomised controlled trial." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/809479/.
Повний текст джерелаNolte, Lizette. "Behind closed doors : a grounded theory of the social processes that describe how parents talk to their children about parental mental health difficulties." Thesis, University of East London, 2014. http://repository.tavistockandportman.ac.uk/1531/.
Повний текст джерелаFaust, Wendy. "Parent-child reminiscing : relationships between parent elaborations, emotion talk and memory contributions of children with Autism Spectrum Disorder : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Psychology /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1139.
Повний текст джерелаSansone, Holly. "The interactional organisation of reassurance in telephone-based paediatric palliative care." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227458/1/Holly_Sansone_Thesis.pdf.
Повний текст джерелаAbbott, Donna Christine. "First-Time Parenthood: Attachment, Family Variables, Emotional Reactions, and Task Responsibilities as Predictors Of Stress." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331019/.
Повний текст джерелаChinn, Deborah. "Professionals talk about parents with learning disabilities." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019273/.
Повний текст джерелаBarner, Rashida Shani. "Do parents talk to their children about race? An exploration of Black parents and White parents." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1094.
Повний текст джерелаLees, Janet Anne. "Hearing what parents say about children learning to talk." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505544.
Повний текст джерелаMiller, Erica Ellsworth. "Creating Community for Parents: Faith, Trauma, and Online Talk." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8972.
Повний текст джерелаDiaquoi, Raygine C. "Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.
Повний текст джерелаCulture, Communities, and Education
Chellapan, Lakshmi. "“If you talk, you are just talking.If I talk, is that bragging?”: perspectives of parents with young gifted children in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7672.
Повний текст джерелаBaker, Benjamin Michael Alex. "Exploring the Discourses of Marriage, Family, and Fatherhood in Married Gay Parents' Relational Talk." Thesis, The University of Wisconsin - Milwaukee, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600092.
Повний текст джерелаThe historic 2015 Supreme Court ruling in the case of Obergefell v. Hodges—which extended marriage equality to every state nationwide—coupled with an increase in the number of reported same-sex parent households in America (Gates, 2013) has resulted in greater social, political, and academic visibility for same-sex families in recent years (Breshears & Braithwaite, 2014). Despite this increased cultural visibility, because gay parent families (GPFs) fall outside the parameters of the traditional family model (i.e., a married heterosexual husband and wife couple raising biological children) (Baxter, 2014a), they necessarily rely more heavily on discourse to manage their nontraditional family identity (Galvin, 2006; 2014). To date, little is known about how married gay male parents discursively create and sustain family identity and how they position their families in relation to the dominant heteronormative discourses of traditional marriage, family, and fatherhood. Framed by Baxter’s (2011) relational dialectics theory—a heuristic communication theory useful for investigating the meaning-making process—this study explored the meaning(s) of marriage, family, and fatherhood in married gay fathers’ relational talk. I interviewed 13 married gay parent dyads twice to collect data from the couples across time as well as member check initial results during secondary interviews. Using contrapuntal analysis, I identified the following discourses at the three sites of meaning-making in the data: the discourses of marriage as symbolic and marriage as practical ; the discourses of traditional family structure and nontraditional family structure ; and the discourses of gay culture and gay fatherhood in addition to the discourses of heteronormative fatherhood and co-parenting. I argue that the couples’ talk reflected discursive struggles and, in one case, transformation, to generate relational meanings for their family identities.
Yun, Hyearan. "Korean Youth of the 1.5 Generation in New Zealand Talk about Their Parents’ Expectations and Attitudes." Thesis, University of Canterbury. Department of Education, 2015. http://hdl.handle.net/10092/10813.
Повний текст джерелаTempel, Ashley B. "Parent-child interaction therapy the effects of parental attention components on children's verbalizations and attending-to-task behaviors /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10694.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).
Parry, Gwenllian Glyn. "Measuring observable responses during completion of the family drawing task to access internal working models of attachment in middle childhood." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367317.
Повний текст джерелаForce, Erica C. "The Parent-Initiated Task Motivational Climate and Factors Influencing Eighth Grade Boys’ Intention to Continue Sports." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84204/.
Повний текст джерелаAndersson, Cecilia, and Linda Thoresson. "Några förskollärares syn på föräldrakontakten i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8190.
Повний текст джерелаLaBass, Eric A. "Does Teaching Parents Emotion-Coaching Strategies Change Parental Perception of Children's Negative Emotions?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1453835425.
Повний текст джерелаEnqvist, Charlotta, and Senada Selman. "Tala med dem - inte om dem : En studie om föräldrasamverkan med utlandsfödda föräldrar sett utifrån förskolepedagogers perspektiv." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55776.
Повний текст джерелаBradbury, Jane-Anne. "Standing tall, an analysis of parents' evaluations of a walker for children with cerebral palsy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29301.pdf.
Повний текст джерелаMunn-Joseph, Marlene Sophia. "Don't talk about it. Be about it. examining the significance of hip hop culture in Black parents' engagement perspectives of their children's education /." [Bloomington, Ind.] : Indiana University, 2007. 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:3274280.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2812. Adviser: Myrtle Scott. Title from dissertation home page (viewed Apr. 9, 2008).
Kristensen, Normann Signe. "Do you talk to your child about social media? An empirical study about Danish parents’ communication with their children about Social media: Engagement, Concerns and Fears." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21223.
Повний текст джерелаMalmheden, Lotta. "EN UTPRÖVNING AV PARENT-CHILD INTERACTION TASK CODING MANUAL PÅ BARN MED SPECIFIK FOBI SOM SAMTALAR MED SINA FÖRÄLDRAR OM RÄDSLA." Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-36784.
Повний текст джерелаÅngest är ett relativt vanligt förekommande psykiatriskt problem hos skolbarn, framförallt flickor. Obehandlad kan den fungera som brygga till annan psykopatologi. I barndomen fungerar föräldrar som viktig bas för inlärning. Förälderns grad av omsorg och överbeskydd anses kunna bidra till utvecklande och vidmakthållande av ångest. Genom reciprocitet påverkar även barnet föräldrarna. Syftet var att genom observationer beskriva interaktioner mellan barn med specifik fobi och deras föräldrar, utpröva användbarheten i Parent-Child Interaction Task Coding Manual samt undersöka samband och jämföra med deltagarnas självskattningsformulär. Videoinspelade samtal mellan 81 barn och föräldrar kodades. Signifikanta samband erhölls mellan värme och föräldrars respektive barns positiva affekt (r=0,72-0,75). Värme korrelerade negativt med förälders påträngande (r=-0,69, p<0,01). Barn skattade föräldrar som mer överbeskyddande än föräldrarna själva gjorde (t148=10,48, p<0,001). Manualens användbarhet diskuteras, resultatet indikerar att observationer kan komplettera psykologisk utredning och behandling av barn med fobi. Beaktande av familjemedlemmars reciproka beteendepåverkan vid val av behandlingsåtgärder rekommenderas.
Kerkhof, Nicole. "Mom, Dad, Help Please: The Home Environment’s Influences on a Child’s Math Ability." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1664.
Повний текст джерелаLockwood, Elizabeth. "Trauma and absent parents in fairy tale and fantasy : fairy stories, 'Harry Potter', 'Twilight', and 'His Dark Materials'." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42545.
Повний текст джерелаOlofsson, Emmie. "Are Children to Divorced Parents Worse at Managing Stress? Task-Switching Performance and Induced Stress for Adult Children of Marriage and Divorce." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184811.
Повний текст джерелаTidigare forskning visar att vuxna skilsmässobarn (ACD) uppvisar högre nivåer av upplevd stress än vuxna med gifta föräldrar (ACM), och skulle därför potentiellt ha lägre stresstolerans. Jämförelsen mellan ACD/ACM i Sverige har inte blivit tillräckligt studerad. Därför har denna studie som mål att undersöka stresshantering bland ACD/ACM, i form av kognitiv prestanda under olika nivåer av inducerad stress, och hur det korrelerar till självskattningar av stress. Det slutgiltiga deltagarurvalet bestod av 101 myndiga deltagare (39 ACD och 62 ACM), varav medelåldern var 28 år, (41 män och 60 kvinnor). Resultatet visar att det inte var några signifikanta skillnader i stresshantering mellan ACD och ACM, och var inte positivt korreleradtill självskattningar av stress. Men, ACD hade en snabbare responstid (RT) i samtliga tester trots att resultatet inte var signifikant. Just nu, upplever ACD och ACM lika höga nivåer av stress, då Covid-19 pandemin kan ha influerat resultatet. Framtida forskning borde samla in mer data kring ACD i Sverige från andra mätningar av stress.
Andersson, Eva. "Föräldrars attityder till sina ungdomars skolgång – Fyra ungdomar berättar om hur de tror att föräldrar påverkar elevers motivation till skolarbete. Parents’ attitudes towards their children’s studies - Four students talk about how they think parents affect students’ motivation to study." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33999.
Повний текст джерелаLabacher, Lukas. "Talk or text to tell? How young people in Canada and South Africa would prefer to self-disclose their STI status to their romantic partners, friends, and parents." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103776.
Повний текст джерелаPour déterminer si les élèves peuvent être invités à recevoir de l'information et de divulguer leur résultats de maladies sexuellement transmissibles (MST) à leurs partenaires romantiques et leurs parents, pour aider à freiner la propagation du VIH, l'herpès, ou de l'hépatite, 303 élèves (183 de l'Université McGill et 120 à l'Université du Kwa-Zulu Natal, (M = 21 ans) ont été invités à indiquer comment ils préféreraient se dévoiler leur résultats MST: (1) par rendez-vous; (2) par appel cellulaire; (3) par message texte (SMS); ou (4) par d'autres modes de communication médiatisées par ordinateur. Les étudiants ont aussi indiqué qu'ils préféreraient (5) de recevoir les résultats du test MST en visitant un médecin ou une infirmière, et (6) de recevoir de nouvelles informations sur une MST qu'ils ont contractée. Contrairement aux attentes de la littérature précédente, presque tous les élèves ont indiqué qu'ils préféreraient se dévoiler leur résultats MST, ainsi que de recevoir les résultats des tests et de nouvelles informations en discutant face à face avec leurs partenaires et leurs parents, plutôt que par un message texte, un appel cellulaire, ou toutes autres modes de communication médiatisées par ordinateur. Tous les élèves de sexe masculin ont été deux fois plus susceptibles à préférer à se dévoiler leurs résultats MST à leurs partenaires romantiques en parlant seuls à seuls plutôt qu'en échangeant les appels téléphoniques ou les textos. Les raisons de ces préférences et ces différences de genre seront examinées à travers des réponses écrites données par des élèves.
Johansson, Maya. "Vilka möjligheter ges barn med funktionsnedsättning att komma till tals? : – ur LSS-handläggares perspektiv." Thesis, Växjö University, School of Health Sciences and Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5958.
Повний текст джерелаAbout 29 000 different services was given by the Swedish welfare state to children with disabilities within the ages 0-22 years before October first in the year 2008. Studies about children with disabilities and their experiences of their situation have rarely been done and it is therefore difficult to know how they think and feel about their lives. Both Swedish law and the UN:s convention about children’s rights states that children have the right to tell their opinion in matters that are of their concern. Thus, we don´t know much about if and how the Swedish welfare state maintain this right towards children with disabilities. This is aimed to reveal if and how the Swedish welfare state, trough it´s municipality servants, give children with disabilities an opportunity to speak their mind trough the perspective of the municipality servant. This study is even aimed to reveal which difficulties, if any, the servants experience in their investigations of children with disabilities. The empirical material was analyzed trough a perspective of children as actors and trough the theoretical ideas; power-of-modeling and the organizations many hands. A qualitative method was chosen to collect the empirical data for this study because this method is the best method in order to get the deep information that was needed in order to achieve a deeper understanding for the problem. The result is that children with disabilities don´t get the opportunity to speak their mind in their own cases because of many aspects such as; communication problems, the limitations within the law called LSS, the organizations limitations of the servants and the children’s own parents.
Sharp, Ashli A. "Once Upon a Time in a Single-Parent Family: Father and Daughter Relationships in Disney's The Little Mermaid and Beauty and the Beast." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1630.pdf.
Повний текст джерелаColored illustrations in electronic copy only. Includes bibliographical references (p. 136-142).
Markström, Ann-Marie. "Förskolan som normaliseringspraktik : En etnografisk studie." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19183.
Повний текст джерелаGlad, Bergrós, and Karoline Kumlin. "Jämförelse mellan föräldrars, förskolepersonals och logopedstudenters bedömningar av små barns tal och språk." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11219.
Повний текст джерелаDen kunskap som ett barns föräldrar och förskolepersonal besitter om dess språk är värdefull att tillvarata, särskilt då formaliserade språkbedömningar kan vara svåradministrerade med små barn. Detta kan exempelvis göras via föräldraenkäter. Studiens syfte var att undersöka vilka likheter och skillnader som förelåg mellan bedömningar av språklig förmåga hos barn, gjorda dels av föräldrar och förskolepersonal via en enkät, dels av logopedstudenter via en logopedisk bedömning. Studiedeltagarna utgjordes av 20 barn i åldrarna 2 ½ - 3 år, 20 föräldrar och 14 förskolepersonal. Föräldrar och förskolepersonal besvarade 18 frågor ur föräldraenkäten Receptive Expressive Emergent Language Test - 2 (REEL-2) och barnen testades av logopedstudenterna på uppgifter motsvarande dessa frågor.
Resultatet visade bland annat att de genomsnittliga procentuella överensstämmelserna mellan bedömargrupperna var goda. Ingen kombination av bedömargrupper var signifikant mer överens än någon annan. Vissa tendenser till skillnader framkom när materialet analyserades med avseende på språkliga domäner och enskilda frågor. Slutsatsen var att bedömargrupperna föreföll kunna ge likvärdig, men inte identisk, information om barnens språkliga förmåga. Av den anledningen anses inhämtande av information från olika källor vara betydelsefull. Föräldraenkäter kan vara ett värdefullt verktyg i kontakten mellan logopeder, föräldrar och förskolepersonal och ökad användning av föräldraenkäter tros kunna förbättra samarbetet mellan dessa parter.
Parents’ knowledge about their children’s language is valuable to consider, particularly when formal tests can be difficult to administer with young children. The aim of this study was to examine similarities and differences between parents and preschool teacher’s reports on a questionnaire concerning children’s linguistic development and direct assessment by speech language pathology students. In the study 20 children aged 2 ½ - 3 years, 20 parents and 14 preschool teachers participated. The parents and preschool teachers answered 18 questions from the questionnaire Receptive Expressive Emergent Language Test - 2 (REEL-2) and the children were tested on items based on these questions.
The results showed that the interjudge agreement between the groups was high. Some tendencies emerged when the material was analyzed with reference to language domains and individual questions. In conclusion, parents and preschool teachers seemed to be able to give similar information about the children’s linguistic abilities as provided by the direct assessment. The results also indicate that it is important to obtain information about a child’s language from different sources and that parental reports might be beneficial in the collaboration between speech language pathologists, parents and preschool teachers. Increased use of parental reports can facilitate the cooperation between these groups.
Granstedt, Lena. "Synsätt, teman och strategier : några perspektiv på mångkulturella frågor i skolan i ett praktiknära projekt." Doctoral thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38152.
Повний текст джерелаNyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.
Повний текст джерелаBetyg VG (skala IG-VG)
Lin, Hsin-Yi, and 林欣儀. "Gender differences in parent-child emotion talk about the past." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05694906891638538801.
Повний текст джерела臺北市立大學
幼兒教育學系碩士班
102
The present study aims to explore the emotion talk about the past of father and mother’s , boy and girl’s gender differences. There were 20 different genders of children and their parents participated, children’s age between 5 to 6. Experimenter execute the Receptive and Expressive Vocabulary Test (REVT) to know children’s oral level, then visit families for collecting father-child and mother-child talk of four emotional experiences about past to explorer rotation of talk, the amount of emotion words, the type of emotional talk, the subject of conversation, and the solution of negative emotion. Using CLAN for counting, using t-test and chi-square test for analyzing data. Main results include: 1. There is no obvious difference is using the emotional words between father and boys or girls, child and fathers or mothers in the emotional experience talk, but there is difference between mother and boys or girls in the fear experience talk. 2. For the fear emotional experience among father and boys, mother and girls, there are more “repetition” type of emotion descriptions are used, among boy and fathers, girl and mothers use more “question” in fear emotional experience. 3.For the sad emotional experience, father and boys use more “question”, father and girls use more “repetition”. 4. Boys use more “question” with fathers in anger emotional experience. 5. For happy emotional experience with mothers, boys use more “Elaboration” and girls use more “explanation”. 6. For focal themes, there are no different between parents and boys or girls. 7. There are different between Parents and children in “teaching” and “no solution”. Suggestions for future research to increase the number of samples, explore differences in one child family and more than one child family, Emotional experience can be taken to any emotional event, and collection of children of different ages.
Dong, Ciou-Jhu, and 董秋竺. "Gender differences in parent and fraternal twins' emotion talk about the past." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06946051568298036550.
Повний текст джерела臺北市立大學
幼兒教育學系幼教教學碩士學位班
103
The present study aims to explore the emotion talk about the past of father and mother’s , fraternal twins' gender differences. There were 20 pairs fraternal twins and their parents participated, children’s age average 5 -year-old, parents are almost high SES. Experimenter execute the Receptive and Expressive Vocabulary Test (REVT) to know children’s oral level, then visit families for collecting father-child and mother-child talk of four emotional experiences about past to explorer rotation of talk, the amount of emotion words, the type of emotional talk, the subject of conversation, and the solution of negative emotion. Using CLAN for counting, using t-test and chi-square test for analyzing data. Main results include:1.There is no obvious difference is using the emotional words between parents and fraternal twins,or fraternal twins and parents in the emotional experience talk. 2.For the angry and fear emotional experience among father and boys, there are more“elaboration” type of emotion descriptions are used,but there is no obvious difference for the happy and fear emotional experience among parents and fraternal twins.3. Boys use more “attribution” with mother in sad emotional experience. 4. For focal themes, there are no different between parents and fraternal twins,but using more “personal” in fear emotional.5.There are different between parents and children in “comfort”. Suggestions for future research to increase the number of samples, use the Internet to collect video data, and get on Tracking Study,and provide practical experience to parents.
Counts, Janneke Maria. "Talking together parent and teacher talk about literacy learning in the home /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/counts%5Fjanneke%5Fm%5F200708%5Fphd.
Повний текст джерелаWood, Christine D. "How we talk to our children : an evaluation of parent effectiveness training for the development of emotional competence /." 2003. http://adt.lib.utas.edu.au/public/adt-TU20050802.160207.
Повний текст джерелаWood, CD. "How we talk to our children : an evaluation of parent effectiveness training for the development of emotional competence." 2003. http://eprints.utas.edu.au/228.
Повний текст джерелаMarx, Jacqueline Greer. "Let's talk about it : an investigation of communicative parameters in sexuality discourse." Thesis, 2006. http://hdl.handle.net/10413/953.
Повний текст джерелаThesis(M.A.)-Universityof KwaZulu-Natal, Pietermaritzburg, 2006.