A dissertation submitted to the Faculty of Medicine, University df the Witwatersrand in fulfilment of the requirements for the degree of Master of Science in Medicine Johannesburg 1992. / The objective of the research reported in this thesis was to describe the vaccination coverage of children aged 12 to 23 months in the Mosvold Health Ward of northern Kwa-Zulu. The Expanded Programme on Immunisation cluster sample technique was used. Simultaneous measurements of the children's weights and arm circumferences were done, and their birthplaces noted. Vaccination coverage rates were generally low; 74 to 83 per cent of the children had had BCG, 47 to 56 per cent had had three doses of DPT, 48 to 57 per cent had had three doses of polio and 47 to 56 per cent had had one dose of measles vaccine. Forty-eight per cent of the children had been born at home. Fifteen per cent had weights which Were more than two standard deviations below the median weight-for-age according to NCHS curves, 11 per cent had arm circumferences of 13,5 centimetres or less. The results are compared with other findings from else Where in southern Africa. Relevant literature on vaccination coverage improvement and the measurement thereof, is reviewed. Recommendations are made for increasing coverage rates in the Mosvold Health Ward) • / MT2017

A infância e a atuação das crianças na sociedade nem sempre foram objeto de interesse por parte dos pesquisadores dos campos da sociologia e da educação, mas os processos de socialização foram estudados com afinco. Esta tese não trata dos modos de socializar as crianças, mas da forma como elas socializam-se e interagem nos seus espaços sociais. O objetivo principal é compreender como, em um determinado grupo de crianças, suas ações estiveram articuladas às instâncias da mídia, da escola e da família com o intuito de explicitar, através da prática, a necessidade de um diálogo pertinente entre as teorias de socialização e as teorias da sociologia da infância. Assim sendo, esta pesquisa está fundamentada em quatro pilares: a estrutura institucional, a agência das crianças, a história da infância e das crianças e os sentidos produzidos por elas na atualidade. A estrutura das instituições família, escola e mídia representa um elemento central para a análise das ações infantis, pois as crianças nascem em um contexto histórico-cultural e precisam aprender a se orientar e a entender as regras e os valores construídos pela sociedade. As crianças, na interação com seus pares e demais indivíduos, atuam e manifestam-se; provocam, de algum modo, modificações na estrutura institucional. Assim, as interações ocorridas entre elas produzem outros sentidos e valores. É, portanto, a análise desses sentidos infantis que oferece a possibilidade de conhecer as conexões indissociáveis e intensas que existem entre as teorias dos processos de socialização e as teorias da sociologia da infância, visto que não há socialização sem participação e atuação, assim como não há regras e normas que não produzam ações. / Despite the fact that processes of socialization were always insistently considered as the subject of educational and sociological fields of study, childhood and the acting of children in society not always have been the subjects of researchers. The present dissertation does not deal with the modes by which children are socialized, instead it deals with the ways children socialize themselves and interact in their social spaces. The main goal is to understand how, in a determinate group of children, their actions were articulated with media, school, and family instances with the aim of making explicit, through practice, the need of a pertinent dialogue between socialization theories and the theories of the sociology of childhood. In this case, the present research is based in four pillars: the institutional structure, the childrens agency, the history of childhood and children, and the meanings generated by them in the present. The structure of institutions family, school, and media represents a central element for the analysis of childrens agency, for the children are born in a cultural-historical milieu and they need to learn how to guide themselves and how to understand the rules and the values constructed by the society. The children, in their interaction with their peers and other individuals, act and manifest themselves; they somehow cause modifications in the institutional structures. Then, the interactions occurred between them produce other meanings and values. It is, therefore, the analysis of these infantile meanings that can offer the possibility for us to know the inseparable and intense connections that exist between the theories of processes of socialization and the theories of the sociology of childhood, for there are no socialization without participation and acting, as well as there are no rules or norms that cannot produce actions.

Uma experiência enquanto professora com um aluno que brincava com bonecas, maquiagem e saias, foi a primeira oportunidade que tive de refletir sobre as questões de gênero na escola e foi a motivação para iniciar os estudos de gênero que redundaram nesta dissertação. A pesquisa foi realizada numa escola municipal de educação infantil em São Bernardo do Campo (SP), a mesma em que atuo como coordenadora pedagógica. Numa abordagem qualitativa, realizei observações dos momentos de brincadeira na escola para compreender, a partir da ótica das crianças, como elas vivenciam as relações de gênero. Esta pesquisa se vincula à área de estudos de gênero e para perceber a criança como protagonista da ação houve aproximação teórica com os autores da área da Sociologia da Infância Os resultados mostraram que os meninos e as meninas participantes desta pesquisa transitavam pelas brincadeiras, em alguns momentos com polarização das expetativas de gênero muito clara (brincadeiras de menino versus brincadeira de menina) e em outros com fronteiras que não se fixavam (como no caso das brincadeiras de super-heróis e salão de beleza). Enquanto em algumas situações era clara a ruptura das expectativas sociais de gênero nas brincadeiras entre as crianças, em outras essas rupturas eram tão sutis que poderiam passar desapercebidas. Conclui-se então que as crianças, nas situações de brincadeira, não só reproduzem, mas também rompem e ressignificam os padrões de gênero esperados e que essa dinâmica contraditória pode ser utilizada pelos/as educadores/as para ampliar os repertórios disponíveis tanto para meninos quanto para meninas. / Working as a teacher, I observed a boy student who played with dolls, makeup and skirts. That was the first opportunity I had to reflect on gender issues at school. Moreover, it was the motivation to start gender studies that resulted in this work. The assessment was conducted in Sao Bernardo do Campo (SP), in a municipal school of early childhood education where I work as educational coordinator. Using the qualitative approach, I realized observations of the recreational moments at the school to understand, from the perspective of children, how they experience gender relations. This research is bounded with the area of gender studies and, as to perceive children as the protagonists of the action, there was theoretical closeness to the authors of the area of Childhood Sociology. The results showed that boys and girls, who participated in this research, were transiting the games. In some moments the polarization of gender expectations was very clear (Boy games vs. Girl games) and at other times the boundaries were not fixed (as in the case of superheroes and beauty salon games). While in some instances the rupture of the social expectations of gender in play among children was very clear, in other circumstances these splits were so subtle that might otherwise go unnoticed. It was concluded that children, when playing, do not only reproduce, but also break and resignify the expected gender patterns. Therefore, this contradictory dynamic can be used by educators to enlarge the available repertory for both boys and girls.

Wang, Ying. / Thesis Ph.D. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 100-107). / Abstracts also in Chinese. / Title from PDF title page (viewed on September, 2016).

This research explored how and in what ways early childhood and fatherhood are constructed in Taiwanese father-run baby blogs. Nowadays, many parents use the internet to record and share their experiences of being (and becoming) parents. There is a growing body of literature on mothers on the internet, but the subjects of fathers on the internet and the child as recorded by the parents are both under-explored. This research selected three public Taiwanese baby blogs to study. All of the blogs were being run by new fathers and all were named (entitled) using the child's name or nickname. The entries and interactions within these blogs up until the blogged children turned three years old were observed. The blog entries and the interactions within them were treated as public texts, and a qualitative method suitable for analysing different forms of blog contents was developed. In relation to the new doing of fathering - blogging - the interactive nature of the internet and its function of creating and strengthening the identity were not obvious in this research. Although these blogs seemed to be isolated from other online communities, one of the studied cases provides us with an example of how the blog and the participants' off-line activities enrich each other. The findings of this research also suggest that these public presentations of family life have the purpose of displaying family, in order to confirm the family relationship with their readers and especially with the recorded child in the future. This displaying provided us with the three fathers' versions of fatherhood. It was found that the fatherhood being constructed in these blogs is closer to the old version of a good father. The father's role still appeared as that of supporter of the mother, who was still seen as shouldering the main responsibility for child raising. However, from an analysis of the process and the descriptions of the decision making displayed in these blogs, this research suggests that the supporter (father) - leader (mother) relationship (Sanchez & Thomson, 1997; S. Williams, 2008) should be understood as a relationship between the project director (father), who oversees the project of child raising, and the project manager (mother), who has to get the project done. Although their child-raising record showed the characteristics of intensive parenting, because of this director-manager relationship, the intensive parenting shown by the father should in fact be seen as a type of intensive mothering. With regard to the displayed child, it was found that the Taiwanese child is surveyed and defined (normal or abnormal) by the state, the medical system, and parents' daily practices. The child is also nurtured with traditional gender stereotypes and traditional aspirations (to be filially obedient) in mind. In the nurturing process, the importance of education is highlighted and the child is taken to participate in competitive activities from under one year old. It was concluded that, overall, the fatherhoods and childhoods found in this research join forces in constructing and confirming (old) Taiwanese norms relating to fathers and to the 'normal' and competitive child. Since the children in this research were represented by the father and lacked agency, it is suggested that there is a pressing need for further research into the subsequent experience of these once-displayed-in-public children, that will give us a better understanding of the practice of sharing one's child(ren)'s information online.

abstract: This mixed methods study examined whether participation in a virtual community of practice (vCoP) could impact the implementation of new skills learned in a professional development session and help to close the research to implementation gap. Six participants attended a common professional development session and completed pre- , mid- , and post-intervention surveys regarding their implementation of social emotional teaching strategies as well as face-to-face interviews. Both quantitative and qualitative data was examined to determine if participation in the vCoP impacted implementation of skills learned in the PD session. Quantitative data was inconclusive but qualitative data showed an appreciation for participation in the vCoP and access to the resources shared by the participants. Limitations and implications for future cycles of research are discussed. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers’ familiarity with the base-ten number system and/or lack of an understanding of multidigit whole numbers leads to instruction that encourages a superficial understanding of the concepts of our base-ten system rather than instruction that pushes students to go beyond recitation of the value of the digit in the ten's place. This study highlights the attempts of three mathematics educators in reconceptualizing and impacting teachers’ understanding of place value concepts.

abstract: There is a national shortage of highly qualified early childhood educators. For many early childhood educators, this career path begins with the Child Development Associate credential. Community colleges are well-positioned to award this credential and address the shortage of highly qualified early childhood educators. However, many students arrive at community colleges academically unprepared, with excessive work and family responsibilities. The purpose of my participatory action research study is to explore the impact of internships on early childhood education student attitudes towards persistence in their course of study. This study has the potential to impact strategies used with child development majors in the community college setting. Successful community college students who persist through their plan of study to graduate will experience the benefits that college completion brings. In addition to the interests of college completion, these students will enter the workforce or university setting with valuable work experience and professional credentials achieved in a supportive community. Both outcomes have the potential to positively affect the growth of the early childhood workforce. The findings of this study reveal that student interns placed in high-quality, early learning centers found support in the relationships with their mentor teachers, valuable experiences with the children in the rooms, and a new sense of self-efficacy when offered opportunities to participate in professional development activities, leading to persistence in their course of study. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

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Book Summary: Gode læringsmiljøer for børn giver ideer til, hvordan man kan skabe gode udviklings- og læringsmiljøer i daginstitution og skole, så børn på samme tid kan have gode børneliv og lære noget i inspirerende og spændende omgivelser.