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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.
291

Sympathy and affection in the peer interaction of one year old boys /

Marvin, Caroline Dorney January 1977 (has links)
No description available.
292

The effectiveness of a developmental model of play facilitation for enhancing imaginative play in preschool children /

Lamb, Deanna M. January 1978 (has links)
No description available.
293

A longitudinal study of Piagetian conceptual development related to self concept and locus of control in elementary school children /

Jones, Barry Travis January 1978 (has links)
No description available.
294

Diagnostic reliability of childhood and adolesence behavior disorders /

Mezzich, Ada Castillo January 1979 (has links)
No description available.
295

Promoting the Well-Being of Youth Involved in the Juvenile Justice System: An Ecological Perspective

Traver, Jennifer Marie 01 January 2022 (has links)
Adolescents involved in the juvenile justice system often express hope for their future. However, most research on this population centers on negative outcomes, such as being re-arrested or developing mental health problems. The purpose of the current study was to better understand factors that promote positive development of youth involved in the juvenile justice system. Guided by Bronfenbrenner’s Ecological Systems Theory (1979), we examined whether the following variables were associated with well-being: maternal warmth, peer warmth, school bonding, neighborhood conditions, or procedural justice. The current study used data from the Crossroads Study. Participants included 1,216 adolescent male first-time offenders who were arrested in California, Louisiana, or Pennsylvania. Baseline measurements were taken after the participants deposition in court, and follow-up measures were taken 1-year, 2-years, 3-years, 4-years, and 5-years after baseline. Linear curve models with structured residuals were used to assess between- and within- person relations between our ecological predictor variables and well-being. In the current study, well-being was operationalized using Seligman’s PERMA framework, with a measure that adapted this framework for adolescents (Kern et al., 2016). Results indicated that maternal and peer warmth had significant between and within-person effects on well-being. The relation between these constructs and well-being was reciprocal. School bonding had significant between and within-person associations with well-being, but the relation between constructs was unidirectional. Neighborhood conditions and procedural justice were not significantly associated with well-being on a between or within-person level. These results suggest that increasing maternal warmth, peer warmth, and school bonding may increase the well-being of youth involved in the juvenile justice system. Incorporating well-being components into interventions for youth involved in the juvenile justice system is a promising area for future research.
296

An objective behavior record for use in a nursery school

Fisher, Helen Robbins January 2011 (has links)
Typescript, etc. / Digitized by Kansas State University Libraries
297

Social interaction among Mexican American children enrolled in day care

Huntzinger, Janet Marie. January 1966 (has links)
Call number: LD2668 .T4 1966 H956 / Master of Science
298

RELATIONSHIPS BETWEEN CONTENT EXPERIENCE AND THE DEVELOPMENT OF SERIATION SKILLS IN FIRST GRADE CHILDREN

Bonney, Lewis Alfred, 1939- January 1970 (has links)
No description available.
299

Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool

Vorster, Hein 12 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly, the ability of ACE schools to make provision for learners with special education needs, islimited. Following from these findings, a few recommendations are made. / AFRIKAANSE OPSOMMING: In hierdie studie is 'n ondersoek gedoen om vas te stel of die onderrig in ACE-skole (in die Suid-Afrikaanse konteks) voorsien in die ontwikkelingsbehoeftes van leerders. Politieke veranderinge in Suid-Afrika het meegebring dot veral Christenouers die persepsie het dot hul kinders, weens 'n sterk humanistiese inslag in staatskole, gebrek Iy aan voldoende Christelike opvoeding. Verder het die opvoedingsbestel in Suid-Afrika dit moontlik gemaak dot In wyer verskeidenheid van opvoedingsinstellings gevestig word waaruit ouers die een kan kies wat aan hul unieke behoeftes voldoen. Accelerated Christian Education (ACE) IS In Christelike opvoedingstelsel wat sy ontstaan in die VSA gehad het. maar nou wereldwvd ge'implementeer word. Die uniekheid van hierdie stelsel Ie daarin dot onderrig grootliks geskied via geskrewe materiaal wat elke leerder individueel en op sy eie tyd (binne die klaskamer) bemeester. Die voordele Ie in die individualisering van leer, maar In vraag ontstaan no die wenslikheid van die gebrek aan interpersoonlike kommunikasie in die onderriggebeure. In Literatuurstudie is onderneem om te bepaal in watter psigososiale ontwikkelingsbehoeftes voorsien moet word om te verseker dot leerders begelei word no effektiewe en gebalanseerde volwassenheid. Verder is 'n oorsig verkry van hoe Christelike onderwys in die algemeen, en die ACE-stelselin die besonder, door uitsien. Om die ACE-stelselin die praktyk te evalueer is die menings (en veral kritiek) van teoretici en outeurs aangevul deur inligting wat verkry isvan ouers. leerders en onderwysers van drie ACE-skole. Hierdie inligting is verkry deur middel van individuele informele gesprekke. Die ondersoekgroepe het bestaan uit vyf verteenwoordigers uit elk van die subgroepe uit elk van die drie skole (N=45). Die belangrikste bevindinge is die volgende: Die ACE-skoolstelselbied 'n aanvaarbare alternatief vir ouers wat graag wil toesien dot hul kinders meer Christelike opvoeding ontvang, of dan ten minste opvoeding in 'n Christelike omgewing ontvang. Ander voordele sluit in individualisering en die feit dot leerders daagliks hul eie leerdoelwitte stel, wat motivering en dissipline vergemaklik. Vanuit 'n opvoedkundig-sielkundige perspektief bevat die ACEskoolstelselegter belangrike leemtes: • Eerstens maak die aard van onderrig in 'n ACE-skool nie voldoende voorsiening vir interpersoonlike kommunikasie nie. Die belangrikheid van interpersoonlike kommunikasie vir effektiewe leer, hetsy in die vorm van inhoud wat via 'n onderwyser no die leerder gemedieer word, of in klaskamergesprekke (portuurgroepinteraksie) word wyd as gegewe aanvaar. • Tweedens lei die eksklusiewe aard van die ACE-skool daartoe dot leerders ge"isoleerword van die wye verskeidenheid mense, sienswysesen geloofsoortuigings wat in die samelewing bestaan. • Derdens word in die ACE-skool min, indien enige, voorsiening gemaak vir fisieke aktiwiteite; nog 'n belangrike aspek vir die gebalanseerde ontwikkeling van leerders. • Laastens isdie verrnoe van ACE-skoleom voorsiening te maak vir leerders met spesiale onderwysbehoeftes, beperk. Voortspruitend uit hierdie bevindinge word enkele aanbevelings gemaak.
300

DIFFERENTIAL RESPONSE PATTERNS OF ADULTS IN A TEACHING SITUATION AS A FUNCTION OF MOTIVATION AND PERFORMANCE LEVELS OF CHILDREN

Brandt, Larry Jacob, 1940- January 1971 (has links)
No description available.

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