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This study presents a longitudinal analysis of three monolingual Iranian children's language development between ages 1;8-2;6, 2;2-3;2 and 2;4-3;4. The overall aims are to identify and establish the structural patterns in the acquisition of Persian, a pro-drop, inflectional and mostly verb final language. Structural patterns particular to Persian are identified in contrast to English and data drawn from the children's language progress are discussed in the light of recent theories of language acquisition. In addition, the study provides a comprehensive and systematic description of children's syntactic development in such a way as to be useful for clinical data analysis by Iranian speech and language therapists and includes some cross-linguistic comparisons with other research on language acquisition. The applicability of MLU (Mean Length of Utterance) measures to Persian is investigated and it is found that MLU measured in morphemes is most appropriate for evaluating the Iranian children's early language development up to value 4. In order to give a more detailed analysis of the children's language acquisition, the LARSP (Language Assessment Remediation and Screening Procedure) framework (Crystal, Fletcher and Garman, 1989) is adapted to Persian. Analysing Persian data with LARSP categories shows that there are many features common to both languages. Particular categories are identified. A PLARSP (Persian LARSP) profile is established based on the hypothesis that structures can be assigned to stages according to their number of elements at clause and phrase levels. The profile provides a framework for the analysis of language development in Persian and is employed in chapters 6 and 7 to set out the developmental picture of the children's language at approximately equal MLU values in the early stages, and age in the later stages. Close examination of the data points to the use of formulas by the children at early stages. Apart from the formulas, although the children show different strategies of language acquisition, the resulting distribution of categories is found to fit the data well, presenting an orderly progress down the chart according to MLU and age.

Made available in DSpace on 2014-06-11T19:28:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2001Bitstream added on 2014-06-13T19:57:12Z : No. of bitstreams: 1 goncalves_alfn_me_botfm.pdf: 828838 bytes, checksum: c2eba709f771f6480d092c5e346d7b52 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O presente estudo teve como objetivo determinar os níveis séricos de vitamina A e sua proteína ligadora (RBP) em crianças de 6 – 71 meses de idade, matriculadas em uma Unidade Básica de Saúde, situada na periferia do município de Botucatu, SP. Para isso, se determinou os níveis de retinol sérico em 202 crianças pelo método espectofotométrico e a RBP pelo método de nefelometria. Os resultados foram analisados em dois grupos etários, G1 constituído pelas crianças entre 6 a 23 meses de idade e G2 pelas crianças entre 24-71meses de idade. A mediana dos níveis séricos de retinol foi de 31,1μg/dl para o grupo total, de 27,2μg/dl e 32,0μg/dl para os grupos etários G1 e G2 respectivamente, sendo essa diferença estatisticamente significante (p<0,05). A mediana dos níveis séricos da RBP foi de 2,7mg/dl para o grupo total e 3,0mg/dl, 2,6mg/dl, para os grupos etários G1 e G2 respectivamente, sendo essa diferença estatisticamente significante (p<0,05). A prevalência de hipovitaminose A em nível bioquímico (retinol < 20μg/dl) foi de 15,3% para o grupo total, de 25,9% e 11,1% para os grupos etários G1 e G2 respectivamente. Não houve associação estatisticamente significante entre o estado nutricional de vitamina A e as variáveis sexo, número de pessoas na família, constituição familiar, idade materna, escolaridade materna e uso de suplementos vitamínicos nos dois grupos etários, com exceção da renda familiar per capita no grupo etário G2. O estudo demonstrou a existência de deficiência subclínica de vitamina A nestas crianças, chamando atenção para a vulnerabilidade do grupo etário de 6 – 23 meses de idade, revelando a importância de estudos mais detalhados em crianças menores de 24 meses, bem como, a separação de grupos etários quando se estuda fatores de risco... / The present study aimed at determining the serum levels of vitamin A and its binding protein (RBP) in children aging 6 to 71 months, enrolled in a Health Basic Unit located in the periphery of Botucatu city, SP. For this, the serum retinol levels were determined in 202 children through the spectrophotometric method, and the RBP through the nephelometry method. The results were analyzed in two groups of age, G1 made up by children aging 6 to 23 months, and G2 by children aging 24 to 71 months. The retinol serum levels median was 31,1μg/dl for the total group, 27,2μg/dl and 32,0μg/dl for G1 and G2, respectively, being such difference statistically significant (p<0,05). The RBP serum levels median was 2,7mg/dl for the total group, and 3,0mg/dl, 2,6mg/dl for G1 and G2, respectively, being such difference statistically significant (p<0.05). The prevalence of hypovitaminosis A at biochemical level (retinol <20μg/dl) was 15,3% for the total group, 25,9% and 11,1% for G1 and G2, respectively. There was no statisticallly significant association between vitamin A nutritional status and the variables sex, number of family members, familiar constitution, mother’s age, mother’s schooling and use of vitaminic supplements in both groups of age, except of family income per capita... (Complete abstract click electronic access below) / FAPESP: 97/02002-6

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This study examines how preschool teachers are working together with the children, and how much the children actually influence the work. In order to examine this, a qualitative study has been made, examining four preschool teachers thought and attitudes towards children's influence in some of the most important parts of their daily work. The study examines how preschool teachers are working with the children's influence in early childhood education. This is also the main purpose of the study. The questions made in the study to answer the main purpose are: What does the preschool teacher think of the term democracy in general? What do preschool teachers think about children's influence and how do they work practically with this in their daily work? How does the preschool curriculum define children's influence? To what extent does children's influence get limited in the daily work? The study has used previous research about children's influence in preschool andalso uses the preschool curriculum and the CRC. It shows that the participating preschool teachers working with children's influence within the various parts of preschool activities do so by taking advantage of the children's interests and opinions. At the same time, there may be situations where the children are not given as much influence. The study also shows that teachers assume the perspective of children and child perspective.