This study explores, through observations and interviews. the rough and tumble play of young children in early childhood settings. The purpose of this study was to gain an understanding of how early childhood educators, parents, and young children interpret rough and tumble play. The study also identified the extent to which rough and tumble play is included or not included within early childhood settings. Participants in this study included 11 educators, 16 parents, and 16 children from four settings. Observations of the play of children and the responses of the educators to rough and tumble play were made at two settings. During 30:25 hours of observation, 110 incidents of rough and tumble play were recorded. Twenty-seven distinct rough and tumble play behaviours were exhibited during the observation period. Behaviours included components that had been identified as rough and tumble play in previous research and also additional behaviours that were not previously identified as elements of rough and tumble play. Results of the interviews of adults indicate that there is perceived value in rough and tumble play: the play needs to be supervised; the play is more acceptable at home rather than at daycare: adults are unaware of formal policies or guidelines for the play: and adults reject the notion that the play may be linked to aggressive behaviour. Results of the interviews with children indicate that adults place restrictions on the play; it is important that no one is hurt; there are gender differences: and while all the children were observed engaged in the play, 60% of the children stated that they do not engage in rough and tumble play at daycare. The results of this study will have implications for the understanding of child development. It may be that rough and tumble play evolves as children age; that children move into more, or less, complex play behaviours as they mature. This study might also have implications for early childhood education. The parents and educators conceded a lack of knowledge about rough and tumble play. This finding highlights the need for the development of teacher and parent education resources.

The author began her inquiry asking: where are the feminists in Child and Youth Care (CYC)? With the expertise of three self- identified feminist CYC practitioners, she explores their meaning making of feminist identities. Employing post structural and social constructivist lenses, punctuated by poetry, she and her consultants explore a wide range of feminist discourse including the performance, resistance and evolution of feminism, personally and professionally.

<p> This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4612. Adviser: Susan Noffke. Includes bibliographical references (leaves 260-269) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0563. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 149-157) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Jody Brewer, Joseph C. Burns, Lois M. Christensen, Lynn D. Kirkland. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 194-208).

Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references (p.59-65).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: vii, 67 p. ; 5 Mb. UMI publication number: AAT 3350497. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4082. Adviser: Arthur Baroody. Includes bibliographical references (leaves 83-89) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Advisers: Jesse H. Goodman; Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."