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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

The development of children's understanding of spatial relations

Sowden, Steve January 1996 (has links)
No description available.
32

The Newcastle Thousand Family Study : the influence social and environmental factors from two earlier generations have on the development and functioning of a subsequent third generation of school-aged children

Gatzanis, S. R. M. January 1985 (has links)
No description available.
33

An investigation of the influence of television and videos on 10-12 year-old children's storymaking

Belton, Teresa Laura January 1998 (has links)
No description available.
34

Social interaction and theory of mind in children's pretend play

Tan-Niam, Carolyn S. L. January 1998 (has links)
No description available.
35

Who's observing whom? An analysis of the effects of observation on mother-child interaction : (using viseotape recordings and interview procedures to develop an understanding of the special context of the observation situation)

Wright, Josephine January 1991 (has links)
No description available.
36

Numerical understanding in infancy

Tan, Lynne S. C. January 1997 (has links)
No description available.
37

Effects of treatment strategies on the learning and development of autistic children

Williams, T. I. January 1987 (has links)
No description available.
38

The assessment of early literacy development

Nutbrown, Cathy January 1997 (has links)
The study concerns on the assessment of early literacy development of children aged three to five years. A review of research into the assessment of early literacy, a consideration of purposes of literacy assessment and a survey of practice in schools revealed the need for new measures of literacy development that are in step with current research into literacy development in the preschool years. The study addressed six questions: 1. How is early literacy development currently assessed by teachers? 2. What is the focus of teachers' early literacy assessment? 3. What are teachers' purposes for assessing early literacy development? 4. What are teachers' needs in terms of assessment of early literacy development? 5. How can researchers better assess early literacy development? 6. Can early literacy development assessment instruments developed for researchers also be useful to teachers? Questions 1-4 were investigated through an interview survey of 30 schools. Question 5, the major research question of the thesis, was researched through the development and trialling of a new measure, the Early Literacy Development Profile. Teachers' views gathered during the trial were used to answer question 6. The major outcome of the study is a new measure, the Early Literacy Development Profile. This is intended for those research studies which require a measure which results in a statistical outcome (specifically, experimental studies involving comparison of groups of children, comparison of methods and comparison between age spans). Other outcomes include: a basis for the development of a new measure~ a review of the literature on early literacy assessment and a delineation of the purposes of assessment in this area. Three lines of future research emerge: further development and evaluation of the Profile~ comparisons with other measures; use of the Profile in studies involving comparisons between groups, methods and age spans.
39

Parents interpret how they socialize their pre-school-aged children to learn fundamental motor skills

Covey, Jamie A. 10 April 2008 (has links)
No description available.
40

Adolescent risk behaviour as related to parenting styles

Petersmeyer, Claudia 25 May 2017 (has links)
The purpose of this study was to determine adolescents' level of interest and engagement in risk behaviours as it relates to adolescents' and parents' perceptions of the parenting variables, demandingness and responsiveness. Data were collected from both adolescents and parents. The sample was obtained from two schools: (a) 44 Grade 8 students (28 girls, 16 boys) from a local junior high school and their parents (44 mothers, 37 fathers) ; and (b) 33 Grade 8 students (10 girls, 23 boys) from a second local junior high school. In order to examine perceptions of parenting, participants were asked to complete a 33 item questionnaire adapted from Lamborn et al.'s (1991) parenting measure and Greenberg's (1991) Inventory of Parent and Peer Attachment. Adolescents were also asked to report on their level of engagement in 26 risk behaviours, adapted from Lavery et al.'s (1993) 23-item Risk Involvement and Perception Scale. Results indicate adolescents' interest in becoming involved in risk behaviours although a relatively low incidence of actual engagement in risk behaviours is evidenced at this time. Adolescents from one school report significantly higher interest in risk behaviours than those from the other (F₃,₇₃ = 4.98, p<.03). However, the relationships between adolescents' ratings of risk behaviours and the two parenting variables were similar at the two schools. Findings were, therefore, reported for the combined group of adolescents (N = 77) . Adolescents' perceptions of parental demandingness and responsiveness were relatively positive overall. Relationships between adolescents' perceptions of parental demandingness and responsiveness, particularly with regard to mothers, were inversely related to interest in risk behaviours (ranging from r = -.62 to r = -.35 for Total Risk Behaviour). Multiple regression analyses indicated that mothers' demandingness, as perceived by adolescents, is the most significant predictor (Standard beta = -.56, p.001) of teens' interest propensity for engagement in risk behaviours. Adolescents' perceptions of parenting are more strongly related to their interest in risk behaviours than are parents' perceptions of their own parenting. Discrepancy scores between perceptions of demandingness and responsiveness indicate that parents typically rated themselves higher on the parenting variables than did their teens. However, the absolute magnitude of discrepancy in parental demandingness was found to be only moderately associated with adolescents' ratings of risk behaviours (r = .32) and no relationship was found for discrepant perceptions of parental responsiveness. Four parenting style groups (Authoritative, Authoritarian, Permissive Indulgent, and Permissive Indifferent), based on Baumrind's conceptual framework, were formed on the basis of adolescents' ratings of their parents' demandingness and responsiveness. Adolescents parented Authoritatively (scores above the median on both variables) reported the lowest level of interest in risk behaviours, whereas teens from Permissive Indifferent families report the highest (F₃,₄₅ = 8.03, p < . 001) . A qualitative study was conducted by examining adolescents' use of leisure time. Eight adolescents, a male and a female chosen from each of the four parenting groups, completed a four-day Activity Log describing what they did, where, and with whom in out-of-school time. Those who were parented Authoritatively reported the fewest risk factors and the lowest level of interest in risk behaviours. Further investigation of adolescents' interest or engagement in risk behaviours, using the Activity Log in conjunction with comprehensive interviews, is warranted. This study contributes to knowledge in this area in several ways: (a) a wide range of risk behaviours was examined in relation to the parenting variables, demandingness and responsiveness; (b) in addition to adolescents' data, both fathers' and mothers' data were examined in relation to adolescents' interest and engagement in risk behaviour; and, (c) new measures, some derived from others' work and one newly created, were employed. / Graduate

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