In the United Kingdom and Republic of Ireland, with the exception of England, each county has their own Government play policy or strategy. Each document identifies the importance of children’s play in all areas of their lives. These policies and strategies are based on a definition of play being freely-chosen by the child. This is an adult generated definition of play, based on rhetoric with little research from a child’s perspective as to whether being freely chosen is a defining characteristic. The social construction of childhood stresses the importance of children as co-constructors of their lives; however children’s voices and views are not always represented accurately in policy development and policy implementation. There is already conflict in policy development and subsequent implementation of policy by practitioners in other areas of children’s lives, for example in early years education. This conflict may emerge in implementing play policies and strategies based on adult generated definitions around choice rather than a child’s perception of whether and in what ways, choice is important. This thesis investigated children’s levels of perceived choice in their free play when playing at home, in the school playground and the out of school club. The aims of the research were: What do children choose to play at home, in the school playground and the out of school club? How much choice do children perceive in these self-defined play activities? Does children’s perception of choice differ across context? Does children’s perception of choice differ in relation to social context? This thesis adopted a critical realism approach within an ecosystemic theoretical framework using a mixed-method sequential two study process. Study 1 was quantitative and involved the development a self-administered questionnaire, the Play Detective Diary. The Play Detective Diary allowed children to record who they played with and who made decisions in the play. Study 2 was both quantitative and qualitative where an experimental procedure was developed, the Manipulation of Affordance Scenario Task (MAST). This pictorial based task manipulated the structural, functional and social affordances of children’s play and children’s responses about choice were recorded through interviews. The results from both studies found that children’s perception of choice varied across context (home, school playground and out of school club) and the variation in choice was strongly influenced by who children were playing with. When the structural, social and functional affordances were manipulated there was a reduction in choice as a result of; other people controlling the play (being told what to do and takes over play); the play activity being inhibited (play being distracted and lack of resources) and; the play space being limiting (play space too small and play space specific to the play activity). When playing with other children or with adults there was an increase in the perceived level of choice in relation to social affordances only. Children described this as being due to their play being enhanced (more variety and provides support) or the child feeling as though they were able to dominate the play (tell others what to do). The reasons children gave for changes in their perceived level of choice most often related to functional-social affordance reasons; this is a combination of the activity and the people involved in the activity.The investigation of choice in children’s play showed children perceived a variation in perceived choice in relation to context and who is involved in their play. Children do not need to have all the choice on what, how, who, when and where they play. Children have to exercise and negotiate choice in their play, and this aspect is important with respect to play policy and strategy development, and subsequent implementation through professional practice. The social construction of childhood revolves around participation, decision making and children being active agents in the process. By providing children a voice and allowing their perceptions to be explored, this can aid in policy development, and in turn support professional practice and reduce potential conflict between policy development and implementation. This is discussed in relation to children’s rights, play theory and play policy and practice across children’s services. A choice continuum is proposed to support children’s play across different professional contexts.

Based on past research that suggests an association between perspective-taking and theory of mind, the present study investigates the relationship between these two constructs by administering three perspective-taking and three theory of mind tasks, along with one measure of inhibition and one measure of expressive language, to eighty-four 3- and 4-year olds. The goals of this study were to (1) evaluate the relative difficulties of the six perspective-taking and theory of mind tasks, (2) assess whether the theory of mind and perspective-taking tasks scale onto the same dimension, (3) examine the distinctions proposed within the construct of perspective-taking, (4) investigate the relationship between inhibition and verbal ability with theory of mind and perspective-taking, and (5) examine the relationship between perspective-taking and theory of mind. The results show that the six theory of mind and perspective-taking tasks develop along a single continuum and produce a scale of the understanding of subjectivity for preschoolers. Results also demonstrate that the ability to take someone else’s perspective without directly confronting it with one’s own perspective is the least challenging, and understanding that others’ beliefs can be false is the most challenging task. Finally, results indicate that inhibition and verbal ability account for the relationship between almost all of the perspective-taking and theory of mind tasks. / Graduate

This study examined the effect of same-sex peer models perceived as similar, neutral, or dissimilar on two types of altruistic behaviour in fifth grade children. The dependent variable was altruistic responses, operationally defined as penny donations and volunteering of service time to work on a charitable project. A two-factor design was employed for each experiment in which the three treatment conditions: model-similar, model-neutral, model-dissimilar, and the no-model control group were nested within the sex factor. A total sample of 320 subjects for both experiments was drawn from six public elementary schools in North Burnaby. The research questions for the two experiments were: 1. Does the presence of a model elicit more donations of money and service time for charitable purposes in fifth grade children than no model? 2. Does the similarity shared between the observer and model affect the donations of money and service time for charitable purposes? 3. Are there any sex differences in donating money and service time for charitable purposes? Each subject was interviewed individually by an experimenter who attempted to manipulate through a verbal description the perceptions of a peer-model. Following a brief introduction the subject observed the model play a marble game through which rewards of pennies or five-minute time tokens were dispensed on a pre-determined schedule. The subject then played a game alone and received either money or time tokens which could be contributed by dropping them into a donation can before leaving the experimental room. The no-model control group played the game alone following initial instructions from the experimenter. The data was analyzed by an ANOVA and orthogonal comparisons of the means of the different treatment groups. As hypothesized, a same-sex peer model was more effective in eliciting altruistic responses than no model. The greater the real or assumed similarity between the observer and model the more effective the model was in eliciting penny and service donations. The presence of a model perceived as similar was significantly more effective in eliciting money donations and service time than a model perceived as dissimilar. No sex differences were found in the donations of money or time to work on a charitable project. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Early recognition of real or potential developmental impairments in infants is an important public health role. Community health nurses have initial access to the infant population by the mandated newborn visit and the necessary skills and tools to assess infants for developmental impairments. This experimental study was undertaken to determine the effectiveness of scheduled nursing assessments of growth, development, vision, hearing and nutrition from birth to nine months of age. A secondary purpose was to determine the predictive validity of currently used pregnancy and infant profiles for subsequent developmental impairment. The null hypotheses tested were: I. That the scheduled, community health nursing assessments between birth and nine months of age will not detect any developmental impairments which have not already been detected by existing health services. II. That there is no significant difference in the number of developmental impairments detected at nine months of age, between a group of infants screened by the proposed schedule of assessments and a group not so screened. III. That there is no significant difference in the number of children exhibiting developmental impairments by nine months of age, between a group of "at risk" and a group of not "at risk" infants, using the criteria from the Vancouver Health Department's Pregnancy Profile and Infant Profile At Risk Criteria. One hundred infants from one health unit area were studied, alternately assigned to an experimental and a control group. The experimental group received three visits in addition to the newborn visit, at 1 month, 3 months, and 6 months, for various combinations of five types of assessments. The control group received only the usual newborn visit, but no control was used to prevent access to any other health services during the study period. Pregnancy and infant profiles were completed for the subjects in both groups at the initial visit. 9 month assessments of growth, development, vision, hearing and nutrition were completed for both groups. The data were subjected to descriptive analysis and statistical analysis by Fisher's exact test of probability, using 2x2 contingency tables. The findings supported scheduled community health nursing assessments of infants from birth to nine months of age. The pregnancy and infant profiles were found to be sensitive but not specific tools for prediction of subsequent developmental impairment. The three null hypotheses were rejected. / Applied Science, Faculty of / Nursing, School of / Graduate

"Here is a guide for the parents of the Zephyrhills school area. Under one cover, and with concise discussion, it presents the information which parents need to know in order to get a complete view of the young child. Admittedly, it is a broad subject which has been covered by many well known authorities. Nevertheless, in over two decades of teaching the young child, and in dealing with the parents of these children for that same period, the writer has observed that too few parents read the many helpful volumes which are easily available. Many parents shun books weighted with details and written in terminology largely beyond the range of ready comprehension of the average parent. Pamphlets and bulletins which briefly cover the high spots are much more widely read. After having surveyed much authoritative literature in this field, and having taken from it the important aspects, the writer believes that her brief paper of the child as a whole, meets this definite need for parental guidance in her local situation. This guide differs from the average pamphlet or bulletin which usually deals only in parts, in that it presents an overall condensation of the continuous growth of the child from conception to adulthood. It is intended that this guide be placed on the local Parent Teacher Association's shelf in the school library for free reading, and that it be made available in local study courses for parents of preschool children. It is hoped that by using this parental guide as an introductory source, a better understanding of the child as a whole will be developed and that more effective rearing of children will result"--Introduction. / "August 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Elizabeth Hamlin, Professor Directing Paper. / Includes bibliographical references (leaf 46).

Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Psychology & Special Education of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to pursue an investigation into the role of the family in the moral development of the foundation phase child. From the literature study it became clear that the family plays an important role in the moral development of the young child. Each family sets guidelines, principles and norms with regard to what is right and what is wrong. It is.the educational responsibility of parents to transfer these norms to their children. From an early age the child is taught to behave correctly and is reprimanded when his behaviour is wrong or not acceptable. Eventually the child has to reach moral independence and responsibility with educational help. In the latter aspect the parents, as primary educators, play an important role in assisting the child to internalize and assimilate moral norms and values. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by parents with children in the foundation phase, was utilised. The completed questionnaires were analysed by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Positive moral values must be inculcated in young children by their parents. • Support programmes should be made available to parents to assist them in the moral education of their children.

No description available.

The primary purpose of this thesis is to determine the relationship between the psychological variable of locus of control and childhood socialization processes. Socialization processes investigated are of two types: a) direct socialization by parents to particular behaviors and b) indirect socialization (I.E., maternal employment). Differences in race, gender and SES are expected to be related to significant differences on locus of control scores.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this study was to test the relationship between dental developmental age and chronologic age as they relate to other aspects of the child's development. The dental developmental age was determined on 74 children, 40 males and 34 females, ranging in age from two to 11 years. The sample population was chosen at random from patients at the Indiana University School of Dentistry. The socio-economic status was determined according to the North-Hatt Occupational Scale; 14.3 per cent of the children fell in the upper class, 84.3 per cent in the middle class, and 1.4 per cent in the lower class. Analysis by race showed that 71.6 per cent of the sample were Caucasian, 23.0 per cent were Negroid, and 5.4 per cent were Oriental. Panoramic radiography, with the S.S. White Panorex, was used to evaluate dental developmental age. Two independent observers scored the radiographs and double blind procedures were used. To determine dental developmental age, Wolanski's method of tooth formation evaluation was used. To determine functioning of children in five developmental skills areas, the Alpern-Boll Developmental Skills Inventory was used. Dental developmental age and chronologic age had a significant positive relationship to children's functioning in five developmental skills areas. There is a chronologic period when determination of dental age appears to be difficult. The data available and methodology for determining dental developmental age of the four-year-old female and the five-year-old male seems to be inadequate. Dental developmental age seems to be a better predictor of general developmental skills for males than it does for females, specifically in the two to eight-year-old group. The highest correlations were found in the youngest age group, i.e. the two to five-year-olds. The correlations between dental developmental age and chronologic age, and between those two indices and the five developmental skills ages remains highly significant in the younger ages but decreases consistently as the child becomes older. The specific age as well as the sex of the child has a definite effect on the correlations obtained. The use of dental developmental age is good but not superior to the use of chronologic age for predicting functioning for normal children. This may not be the case for atypical children. More study is indicated.