M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract

The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.

In 2 experiments, we taught 120 3-year-olds and 120 adults novel words for unfamiliar solid objects or perceptually similar nonsolid substances described as belonging either to the toy domain or the food domain. In a forced-choice task, participants extended the novel words to one of two test items: a same-shape test item (i.e., one that shared a common shape with the standard but differed in colour, texture, or smell) or a same-substance test item (i.e., one that shared a common colour, texture, and smell with the standard but differed in shape). Participants made more same-shape choices in the solid than in the nonsolid conditions. This tendency varied depending on whether the same-shape item differed from the standard in colour, texture, or smell. Participants also made more same-shape choices for items described as toys than for the same items described as food. This tendency was consistent regardless of whether the same-shape item differed from the standard in colour, texture, or smell. The findings confirm previous reports that children's word extensions are affected by the solidity of the referent. They also reveal that these extensions are guided by information about the referent's conceptual domain. Finally, these results provide the first evidence that these extensions are influenced by the smell, texture, and colour of the referent. / Arts, Faculty of / Psychology, Department of / Graduate

The purpose of this study is threefold. One is to find out if a positive self concept develops when four and five year old nursery school children are exposed to sensory activities, and secondly, to compare this growth with four and five year old nursery school children who have not participated in such a program. The third purpose is to find out if the younger children have a greater growth toward positive self concept than the older children.

The purpose of this thesis is to explore, based upon a literature survey of articles and books published primarily, though not limited to, the past fifteen years, the development of the self-concept in children during the first five years of life. This will include defining self-concept, the establishment of its significance throughout the life span, the role significant others play in the development, an examination of sex-role identity in relationship to self-concept formation, and a critique of available tests and measurements, followed by a conclusion which focuses upon implications for treatment providers.

No description available.

No description available.

No description available.

No description available.