Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Dennis Thiessen.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Using a reversal design with two primary school aged children, the effectiveness in producing on-task behaviour was compared for a token system and a cognitive behaviour system. In the token system, points were earned for on-task behaviour at school which could be exchanged for rewards chosen by the pupil and parents at home. The cognitive program was conducted on an individual withdrawal basis during which time the child was taught to "stop, look, listen and think." With one child the token system preceded the cognitive and with the other child the order of the conditions was reversed. In both studies the token programs proved to be more effective than the cognitive programs in bringing about rapid and dramatic increase in on-task behaviour. When introduced first, the cognitive program appeared to produce better maintenance than when it followed the token program. Additionally, the programs helped to shift two of the teachers' attitudes towards the students from being fairly negative to more positive, as recorded on a Teachers Checklist.

When children arc emotionally distressed, their capacity for learning is diminished and their self esteem is lowered. Not only is their behaviour often disruptive, reflecting their inner feelings and frustrations, but their health and wellbeing, physical, psychological, and spiritual is affected. Art is a natural medium of expression for children and provides an emotionally distressed child with a means of self expression, enabling an emotional release, an opportunity for self-exploration, and a means of communication which may not be possible through the normal channel of language. An art intervention program was implemented with a small group of emotionally distressed or withdrawn children at an A.C.T. primary school which holds a humanistic/holistic attitude to health and education. The study was undertaken between May and November 1992 in a first grade integrated classroom, where mainstream children are together with special needs children. The object of the study was to examine if art activities in small groups can provide a combination of personal and group experiences that result in a therapeutic change to the emotional health and wellbeing of the participating children.

Tongan migrants migrated to New Zealand with specific purposes in mind. One purpose is for Tongan children to gain the benefits of good education that New Zealand has to offer. However, there is a growing concern for Tongan parents and New Zealand teachers and schools about the quality and impact of education Tongan children receive. The study is titled, “Talanoa: A contribution to the teaching and learning of Tongan Primary School children in New Zealand” centres on Tongan parents who are recent migrants from Tonga and have primary school children. The research focuses on alternative approach in teaching and learning pedagogies of Tongan children in New Zealand. The research approach is drawn from Tongan language and cultural practices called talanoa, a communal act of social, political and critical dialogue for a purpose. The methodology is qualitative in design, drawing extensively from Tongan language and culture to research the koloa (values) of talanoa that Tongan parents practise at home. The method of data collection employed is talanoa (critical dialogue) conducted in groups with Tongan parents to capture their perceptions, views and experiences of talanoa in their various homes. In examining this unique context, data is analysed using the Tongan concept koloa. The values of talanoa when explored from the participant’s perspective are more clearly understood. The findings of the study indicate that Tongan migrants’ home practice of talanoa offers a teaching and learning pedagogy which is valued as a best approach in teaching their children. The findings further indicate that talanoa can be extended beyond the homes and into many classroom environments.

This study is a subdivision of an inter-university research project to investigate the psychological resilience of children in the late middle childhood years. The title of the umbrella project is Psychological resilience in children in the South African context. The aim of this study was to determine whether a relationship exists between social support and self-concept, as well as to establish whether gender differences occur with regard to the experience of social support and the evaluation of self-concept. Schools in different regions were identified in order to make the sample as large and the study as representative as possible of the different provinces, racial and language groups in South Africa. The children in the samples were randomly selected from class lists. The complete test battery was subsequently administered to these children. For the purpose of this study only the Piers-Harris Children's Self-concept Scale, the Social Support Appraisal Scale and the Biographical Questionnaire were used. Due to practical problems, the final figures of the samples varied between 549 and 918 participants. The processing of the data was done by the Statistical Consultation Service of the North West University Potchefstroom Campus. The Pearson Correlation Coefficient was used as an effect size to determine the relationship between social support and self-concept. T-tests and Cohen's effect sizes were used to determine whether gender differences occur with regard to social support and self-concept. The statistical processing of the results revealed that a positive correlation exists between social support and self-concept. These results are corresponding with the literature (Collins, 2000; Kirkcaldy, Shephard & Stiefen, 2002; Malecki 8 Demaray, 2002; Marjoribanks & Mboya, 2001; Van Tassel-Baska & Olszewski-Kubilius, 1994). Further, the results showed that no gender differences that were both statistically significant and practically meaningful occurred with regards to social support and self-concept. These results were repeatedly inconsistent with the literature (Bee, 1992; Dubow & Ullman, 1989; Harris, Rosenthal & Snodgrass, 1986; Hirsch & Rapkin, 1987; Piers, 1984; Werner & Smith, 1982). Finally, the last section of this investigation provides recommendations for further studies in this area, as well as practical suggestions for the implementation of the findings. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005

Thesis (M. Tech. (Dept. of Hospitality and Tourism)--Vaal University of Technology. / A baseline survey on the nutritional status of primary school children was conducted by means of Quantitative Food Frequency Questionnaire (QFFQ) and the 24-Hr recall questionnaires. The questionnaires were distributed by trained fieldworkers and completed by children attending the primary school in this community. The results of the QFFQ and the 24-Hr recall were used to identify nutrient deficiencies in the target group and to design a food product for a school feeding programme targeted to address specific nutritional needs. The aim of this study was to develop a nutritious novel food product that was affordable and appealing to children, rich in energy, protein and micronutrients. Five recipes were originally tested and evaluated. Recipes were theoretically analyzed by using the Dietary Manager program. The three most suitable recipes were chosen. Sensory analysis, by means of a paired preference test was done to determine which of the three products the subjects preferred. The final product developed was a maize meal and whole wheal "vetkoek". The Agricultural Research Council (ARC) laboratory in Irene bio-chemically analysed the velkoek. A second sensory analysis was conducted to evaluate the product for acceptability. A smiley face evaluation sheet was developed for the acceptance testing. The results showed that the majority (65 percent) of the consumers liked the product very much, 18 percent liked the product moderately, and 17 percent found it acceptable, 90 percent found it to be acceptable for inclusion in a school-feeding program. After the sensory evaluation was done a trained microbiologist at the ARC conducted the shelf life testing. A recipe pamphlet was developed and printed in a format that is easily understood by illiterate people. The pamphlet was used by the community workers, who were responsible for preparing the vetkoek. The results indicated that a vetkoek, meeting all the stated criteria can successfully be developed for a school programme / National Research Foundation (NRF); Central Research Council (CRC)

The diploma thesis is focused on highly gifted pupils. The objective of the thesis, which is based on the case studies, is to present the specifics of the inclusive measures used to support gifted pupils in elementary schools. Information from the interviews with pupils, their families and their teachers make an important part. The result of the thesis is to show the possibilities of the work with gifted pupils and the ways to help them. The thesis also should serve as a reflection of how the current state of the gifted pupils education works.

Thesis (M.A. (Psychology)) --University of Limpopo, 2004. / The purpose of this study was to investigate whether poor motor skills are associated with ADHD. Afrikaans speaking primary school children were screened for ADHD with the Disruptive Behaviour Disorder scale (DBD). They were matched for gender and age with a normal group without ADHD symptoms. The children (31 ADHD and 31 Controls) were assessed for fine motor skills on three instruments: the Grooved pegboard, Maze co­ ordination and Finger tapping tests. To some degree all three tests of fine motor skills revealed poorer performances in the ADHD group than in the normal group. The finger­ tapping test showed the least discrimination between the groups. The girls performed significantly poorer on all tests. There were statistically significant effects of hand dominance. Results show that tests for fine motor skills discriminate between children with ADHD and normal comparisons. These results appear to support the hypothesis that poor motor skills are associated with ADHD.

This pilot study examines the problem, "Has adult input into children's library services, resulted in services that children perceive as not relevant to their own recreational and information needs?". In examining this problem a questionnaire survey was conducted of a specific population of children, parents and teachers. In addition to the questionnaire survey, structured record sheets were used to record children's use of the public library serving the specific population, and children's services actually provided by the local library. The population consisted of middle and upper primary school children, from Holt Primary School, Canberra, and their parents and teachers. The study indicated discrepancies in what children perceived as important library services for children and what parents and teachers perceived as important. Discrepancies were also found between what children wanted and what was actually provided by the local library service for children.