Leung, Nga Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 64-67). / Abstracts in English and Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.ii / Acknowledgement --- p.iv / Table of Contents --- p.v / List of Tables --- p.vii / List of Figures --- p.viii / Chapter Chapter 1: --- Introduction --- p.1 / An Intergrative Model of Parenting --- p.2 / "Parental Socialization Goals, Practices and Styles" --- p.4 / Academic Socialization Goals and Parental Expectations in Chinese Context --- p.5 / "Parental Socialization Goals, Expectations and Academic Performance" --- p.7 / Parental Expectation and Children's Psychological Development --- p.9 / Perceveid Societal Norms and Socialization Goals --- p.10 / The Importance of Measuring Parental Socialization Goals --- p.13 / Aims and Overview of the Two Studies --- p.13 / Chapter Chapter 2: --- Empirical Studies --- p.19 / Study 1: Developing Scales to Measure Maternal Academic Socialization Goals --- p.19 / Method --- p.19 / Instruments --- p.19 / Participants --- p.22 / Measures --- p.23 / Results and Discussion --- p.24 / Psychometric Properties of CPMASG and MASG --- p.24 / "Descriptive Statistics, Preliminary Analysis and Correlation Analysis" --- p.30 / "Study 2: Investigating the Combined Effects of Socialization Goals, Styles, and Practices" --- p.33 / Method --- p.33 / Participants --- p.33 / Measures --- p.34 / Results and Discussion --- p.38 / "Descriptive Statistics, Preliminary Analysis and Correlation Analysis" --- p.38 / Regression Analysis --- p.43 / Structural Equation Modeling --- p.46 / Chapter Chapter 3: --- General Discussion --- p.55 / References --- p.64 / Appendix --- p.68 / The Original Items Asked in Traditional Way --- p.68

54 225: crimes against children reported in 2010/2011  28 128: sexual offences  30% of the sexual offences occurred in children younger than ten years. These figures are a stark reminder of the growing number of children who experience deprivation, abuse and maltreatment in South Africa (Unicef, 2013). Although controversy exists with the reporting methods and the accuracy of recall in adult patients, it remains evident that a significant number of female children are sexually abused. Associations between early life stress and later life dysregulation of the hypothalamic-pituitary-adrenal axis hormone, cortisol, and the immune system cytokine, interleukin 6, have been found in adult patients and in animal studies. Importantly, although there is also evidence that early life stress results in later life neurobiological changes, we have to date, no identifiable biological markers to assist with diagnosis or to inform treatment strategies in young children who present with early life stress such as sexual abuse or maternal neglect. Thus, there is a growing imperative to establish whether the potential precursor biomarkers are evident in early in development following adverse life conditions. Therefore the research focus of the thesis was to investigate (1) whether dysregulation of the HPA axis is evident in young children who are exposed to the traumatic stress of abuse, (2) whether there is evidence that inadequate maternal care, during the neonatal stage of development, has an impact of HPA and immune function and consequently on

The objective of this study was to determine if a highly structured instructional program, as a supplement to a more traditional pre-school program would have an effect on the concept attainment of pre-school children. Two groups of eighteen pre-school children, enrolled in the Child Development Laboratory at Utah State University comprised the study sample. The eighteen children in the experimental group received the instructional program, in addition to the Child Development Laboratory school experience. Standardized pre and post tests were administered to both the experimental and control groups. A standardized test, The Boehm Test of Basic Concepts, was utilized. An hypothesis of no difference was used to guide this study. The results of the study indicated that a statistically significant difference did exist in comparing the post test scores of the two groups; thus the hypothesis of no difference was rejected. Although the results obtained were of statistical significance, the numerical value of the differences was very small. In examining variables within the experimental group, it was found that age, sex, verbal participation, and laboratory school experiences affected the study results.

Thesis (MPA.) -- University of Limpopo, 2013 / The present study is about stakeholder participation in Early Childhood Development in Polokwane Circuit, Limpopo Province. The main aim of the study was to investigate poor stakeholder participation in ECD programme. The objectives were to evaluate the extent of stakeholders participation in ECD programmers, to assess the attitude of stakeholders towards ECD programmes, and to determine the impact of lack of resources on ECD projects and to suggest probable solutions to problems facing ECD programmes. Structured interview questionnaires and literature were used to collect data. The study concluded that some stakeholders namely parents and educators fully participate in ECD programmes while officials in the Department of Education are not fully participative.

No description available.

The purpose of this study was to determine children's awareness of environmental pollution and the effect of environmental education on the awareness of preschool children. Data for this study were collected by individually interviewing 20 preschool, 20 first grade and 20 third grade children. These 60 children were presented 15 colored slides and 9 words denoting various types of pollution and environmental symbols and slogans. The slides varied from litter on a beach, chimneys emitting black smoke, and polluted water to such environmental symbols as Smokey Bear, Johnny Horizon, and Woodsy Owl. In addition, the environmental symbols were also presented verbally, accompanied by such words as litter, pollution, and ecology. The children's responses were evaluated and used to indicate the effect of age and sex upon children's awareness, the relationship between children's responses to pictorial and verbal stimuli, and the effects of an environmental education program on the awareness of preschool children. The findings of this study indicate that there are differences in awareness of environmental pollution between d1fferent ages of children, but not between males and females. As children become older, there is both an increasing awareness of environmental pollution and an increasing correlation between the recognition of visual and verbal stimuli. An environmental education unit was also found to influence the environmental awareness of preschool children. While the experimental group, which was involved in an environmental education unit showed significant increases in environmental awareness, the control group did not.

The purpose of this thesis was to examine children's perceptions toward teachers, as related to the child's social class background, and to investigate the influence of social class upon their perceptions. A projective pictorial test, which consisted of nine pictures concerning teachers and children, was administered individually to forth fourth grade school children in two Ogden, Utah, public schools. The findings of this study were that there are differences between middle and lower-class children in their perceptions toward teachers. Children of middle-class backgrounds showed more positive perceptions toward teachers, and lower-class children were found to have a more negative perception of teachers.

This study was devised to determine the readiness of preschool children to learn about basic concepts of nutrition. Sixty preschool children enrolled in the Utah State University Child Development Laboratory, comprised the sample. Twenty children were taught at home by parents, 20 were taught at the Laboratory, and 20 received no instruction. The curriculum 1 was based on the concept of nutrient density and used the Index of Nutritional Quality (INQ) in developing instructional mate rials. INQ is an index for comparing the amount of nutrients to the amount of calories in a food. Food Profile Cards, visual representations of this information for non-reading preschoolers, were the main teaching tools. Findings indicate that preschoolers are capable of learning about nutrition using the INQ concept. Mean comparisons of pre and posttest scores on a 12-item nutrition test were significant in the classroom and home-taught groups. Children in either treatment condition improved at significant levels in ability to recognize foods, identify nutrients in foods, and identify nutrient functions in the body.

The purpose of this study was twofold. First, it sought to provide a profile of child development laboratory schools across the nati.on. Second, because laboratory schools are believed to be model programs that provide appropriate learning environments for children, their parents, and for the professional training of teachers, it was of particular interest to examine whether laboratory schools were training Early Childhood Education students in ways consistent with the current research and policies in the field. Specifically, the practices of laboratory schools at two- and four-year institutions were compared. Results of the study indicated that laboratory schools utilized philosophies that guide the curriculum within their programs. A variety of methods such as coursework, written materials, and conferences, were employed to inform students and parents of the program's philosophy. Observations were routinely conducted in laboratories with students and parents typically observing the program from an observation booth and/or the classroom. with regard to the mission of laboratory programs, two-year schools ranked service significantly higher, while four-year programs tended to do more research and training of graduate students. The ages of children in laboratories at two- and four-year schools were similar , but four-year schools had more classes with fewer children per class. Two-year schools had more full-day programs and longer hours, while four-year schools had more half-day programs operating fewer hours. Two-year schools also had more students and parents assisting in the classroom; however , two- and four-year programs both had acceptable ratios of adults to children. The Child Development Laboratory programs appear to be the model setting for the professional training of teachers and also a location which can help parents to become better consumers of alternative child care.

Research shows that social skills are a critical component of children’s development and related to children’s academic success. Conversely, problem behaviors are correlated to negative outcomes later in life for children such as lower academic achievement and juvenile and adult criminality. Certain parenting beliefs and behaviors have been found to relate to fewer problem behaviors in children, and an increase in social skills. However, existing research has focused mostly on the parenting behaviors and social outcomes in children using Anglo-American samples. Little is known about the relation of parenting behaviors and beliefs to the development of social skills in Hispanic families. Using the HOME (Home Observation for Measurement of the Environment), the Parental Modernity Scale, and the Bidimensional Acculturation Scale (BAS), measures of the relation and predictive ability of parenting behaviors, beliefs and acculturation to social skills in children as measured by the Social Skills Rating System (SSRS) are calculated. Findings suggest that the progressive subscale scores from the parental modernity scale and the family companionship subscale from the HOME are predictive of higher scores on the SSRS socials skills scale in prekindergarten Hispanic children. Acculturation was not related to higher social skills scores or fewer problem behaviors in children. The results are discussed in light of previous research and existing knowledge on what the results mean for the parenting behaviors and beliefs of Hispanics. (75 pages)