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Previous research has demonstrated the importance of the qualities of the teacher-child relationship on children’s development. Close teacher-child relationships are especially important for children at risk. Positive relationships have been shown to have beneficial effects on children’s social and academic development (Birch & Ladd, 1997; Pianta & Stuhlman, 2004). Children with language difficulties are likely to face increased risks with regard to long term social and academic outcomes. The purpose of the current research was to gain greater understanding of the qualities of teacher-child relationships for young children with parent reported language concerns. The research analyses completed for this thesis involved the use of data from the public-access database of Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). LSAC is a longitudinal study involving a nationally representative sample of 10,000 Australian children. Data are being collected biennially from 2004 (Wave 1 data collection) until 2010 (Wave 4 data collection). LSAC has a cross-sequential research design involving two cohorts, an infant cohort (0-1 year at age of recruitment) and a kindergarten cohort (4-5 years at age of recruitment). Two studies are reported in this thesis using data for the LSAC Kindergarten Cohort which had 4983 child participants at recruitment. Study 1 used Wave 1 data to identify the differences between teacher-child relationship qualities for children with parent reported language concerns and their peers. Children identified by parents for whom concerns were held about their receptive and expressive language, as measured by items from the Parents’ Evaluation of Developmental Status (PEDS) (Glascoe, 2000) were the target (at risk) group in the study (n = 210). A matched case control group of peers (n = 210), matched on the child characteristics of sex, age, cultural and linguistic differences (CALD), and socio-economic positioning (SEP), were the comparison group for this analysis. Teacher-child relationship quality was measured by teacher reports on the Closeness and Conflict scales from the short version of the Student-Teacher Relationship Scale (STRS) (Pianta, 2001). There were statistically significant differences in the levels of closeness and conflict between the two groups. The target group had relationships with their teachers that had lower levels of closeness and higher levels of conflict than the control group. Study 2 reports analyses that examined the stability of the qualities of the teacher-child relationships at Wave 1 (4-5 years) and the qualities of the teacher-child relationships at Wave 2 (6-7 years). This time frame crosses the period of the children’s transition to school. The study examined whether early patterns in the qualities of the teacher-child relationship for children with parent reported language concerns at Wave 1 predicted the qualities of the teacher-child relationship outcomes in the early years of formal school. The sample for this study consisted of the group of children identified with PEDS language concerns at Wave 1 who also had teacher report data at Wave 2 (n = 145). Teacher-child relationship quality at Wave 1 and Wave 2 was again measured by the STRS scales of Closeness and Conflict. Results from multiple regression models indicated that teacher-child relationship quality at Wave 1 significantly contributed to the prediction of the quality of the teacher-child relationship at Wave 2, beyond other predictor variables included in the regression models. Specifically, Wave 1 STRS Closeness scores were the most significant predictor for STRS Closeness scores at Wave 2, while Wave 1 STRS Conflict scores were the only significant predictor for Wave 2 STRS Conflict outcomes. These results indicate that the qualities of the teacher-child relationship experienced prior to school by children with parent reported language concerns remained stable across transitions into formal schooling at which time the child had a different teacher. The results of these studies provide valuable insight into the nature of teacher-child relationship quality for young children with parent reported language concerns. These children experienced teacher-child relationships of a lower quality when compared with peers and, additionally, the qualities of these relationships prior to formal schooling were predictive of the qualities of the relationships in the early years of formal schooling. This raises concerns, given the increased risks of poorer social and academic outcomes already faced by children with language difficulties, that these early teacher-child relationships have an impact on future teacher-child relationships. Results of these studies are discussed with these considerations in mind and also discussed in terms of the implications for educational theory, policy and practice.

xv, 170 p. A print copy of this title is available from the UO Libraries, under the call number: KNIGHT LB1131 .B14 2007 / Many research studies in early childhood assessment have addressed the importance of quality assessment services. Such services involve gathering information on children through direct observation of functional skills in natural settings, which requires considerable time and effort. Due to the unavailability of sufficient resources for the quality assessment services, a new approach needs to be undertaken. Current research has suggested that parent-completed screening utilizing parental knowledge about their child is valid and reliable in appraising current and observable behaviors (Bodnarchuk & Eaton, 2004; O'Neill, 2007). There has been, however, little investigation on in-depth standardized assessments completed by parents for young children aged 18 to 36 months. This study examined validity and reliability of in-depth parental report on child development with the Ages and Stages Questionnaire Inventory for Toddlers (ASQ-IT) for children aged 18-36 moths old. Fifty child-caregiver dyads were divided into two groups, non-risk and risk based on environmental factors including maternal age at the child's birth, family income, and maternal education. In examining psychometric information of the parent-completed measure, acceptable outcomes were found. Accuracy was supported by two examinations for concurrent validity; (1) the Battelle Developmental Inventory, 2nd Edition (BDI-2) administered by professionals and the ASQ-IT completed by parents (r = .63 -.83,p < .01), and (2) the same two measures completed by professionals (r = .72 -.92,p < .01). Findings of both reliability studies, test-retest reliability with the ASQ-IT completed by parents, and inter-observer reliability between parents and professionals, suggested substantial consistency, p = .79 -.93 and p = .65 -.88 respectively. In differential item functioning (DIF) (i.e., 3% of DIF items) and known-group validity analyses (p < .0005 at 36 months), the ability of the ASQ-IT to detect changes in the children's development was confirmed. Results from the social validity examining parent perception of the ASQIT completion identified efficiency of the ASQ-IT (e.g., reasonable time to complete) as well as many benefits. / Adviser: Jane K. Squires

Whilst it is realised that children's attitudes are established in the early years there has been a dearth of studies into the socio-cultural factors affecting young children's perceptions of physical activity. It has been recognised that there is an urgent need for investigators to try and develop insights into how these children interpret the messages they receive from significant others. Grounded theory has become accepted as a valuable approach to gathering and interpreting qualitative data. It encourages the researcher to make sense of the social world by providing a framework which allows theories to emerge from data collected in contrast to traditional research methodologies where the emphasis is on testing set hypotheses. This study reviews the status of the grounded theory literature and assesses the potential use of this approach in developing substantive and formal theories accounting for behavioural phenomena amongst young children. There exist two almost contrasting approaches to using grounded theory, the Glaserian and Straussian, both of which are complex and difficult to understand; if however the researcher is to make an informed choice about which approach is most suitable it is necessary to evaluate and consequently choose one of these two approaches. Fifty four children, seven to nine years of age, were studied over a four year period, using interview and observational data collection techniques to establish their activity choices and attitudes towards physical activity. Peers were found to have a strong influence, particularly in the later years spent in primary school. The grounded theory analysis produced a core category subsequently labelled, 'Interpreting Myself - The Identity Profile Continuum' and composed of three axes. There were also three mediating categories which, together with the core category serve to account for behavioural phenomena amongst the sample. Children were found to create an identity for themselves based around the way that they interpret messages from parents and peers. Identities can change in different social contexts and over time. As they become older. however, children begin to accept their identity which contours their behaviour and attitudes towards both organised sport, physical education and playground activities.

Mindfulness has been defined as having three core aspects: active attention which leads to awareness, a regard for the present rather than the future or the past and an approach that is non-judgemental and accepting (Hooker and Fodor, 2008). Mindfulness has been used to treat adults and children in a clinical setting with presenting issues such as anxiety and difficulties related to poor self-regulation. The current research aimed to explore the effect of mindfulness on self-regulation and the feasibility of using mindfulness in a mainstream primary setting as a preventative, universal measure.The research used an exploratory, mixed methods design and included a comparison group. The intervention was developed collaboratively by the researcher and class teacher and included mindfulness activities taken from Mindfulness for Schools (Cattley and Lavelle, 2009). The children in the intervention group took part in a mindfulness activity 3-4 times a week for 8 weeks, in 10 – 15 minute sessions, straight after lunch.The qualitative data was obtained using semi-structured interviews and researcher observations. The semi-structured interviews, which were transcribed and analysed using thematic analysis, provided information on the pupils’ and teacher’s perceptions of the intervention. Meanwhile, the researcher observations triangulated data on participant engagement as well as providing information on the fidelity of the intervention and formative feedback for the teacher. Observations and semi-structured interviews were also completed with the comparison class to establish the comparability of the two classes. Quantitative data was gathered using a self-regulation measure developed from questionnaires cited in Bandy and Moore (2010). The questionnaire was administered to both classes before and after the 8 week intervention to explore changes in self-regulation within and between groups. The data is reported using descriptive statistics and inferential parametric statistics.Both teacher and pupil interviews highlighted increased feelings of calm and levels of attention immediately following mindfulness activities. Data from the pupil interview suggested that the children involved in the intervention enjoyed many of the activities and were able to suggest times when they might find mindfulness activities useful. Information gathered from the interviews with the class teacher suggested that the development and delivery of mindfulness activities was appropriate and feasible in a mainstream, primary setting. While changes on the self-regulation scale could be considered positive, in that there was an overall decrease in mean scores in the intervention group, the decrease was not significant and so likely to be due to chance. In summary, the qualitative data indicated that mindfulness activities had a small but positive impact on the emotional, behavioural and cognitive awareness in a group of year 3 children in a mainstream primary setting. However, adapting mindfulness activities to make delivery feasible for a teacher in a mainstream primary setting may reduce the effectiveness of the intervention. Recommendations for EPs and future research are discussed.

Recently, young children’s educational behavior has become a popular topic for researchers seeking to help develop their skills and abilities in a pleasurable manner. Lately, we have seen the emergence of several communicational units that include powerful and advanced technologies, such as mobile devices. In fact, according to a CISCO report, ‘in 2012 the numbers of mobile-connected devices in circulation are greater than the number of people on earth. By 2016 there will be 1.4 mobile devices per capita, and there will be over 10 billion mobile-connected devices, including (M2M) modules, exceeding the world's population at that time (7.3 billion)’ [1]. In this thesis, we introduce a mobile-based edutainment system called ‘Tap and Learn’ that targets young children and aim to assist them in developing their learning abilities and social communication skills. The Tap and Learn system allows children to learn about new objects and entities in their environments by simply tapping over them with a RFID-mounted smart phone which responds by producing a set of multimedia feedback that aims to foster their learning skills in an entertaining manner. The M-learning system does not require y special tools or environments to be operated and required minimal literacy levels. In addition,, the system enable the parents to participate in their children's learning by allowing them to personalize the learning material and the media content of the games so they suit their children's cognitive level and their learning wants.

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Families of all kinds are faced with increasing information regarding sexual orientation. As lesbians and gay men become more visible as parents, partners, and members of families, it is likely that any given person will know a lesbian, gay, or bisexual family member, co-worker, or friend. Understanding diversity in sexual orientation is not only a task for lesbians and gay men. While maintaining friend, family, and professional relationships, heterosexuals and their families are also becoming more aware of sexual orientation diversity. This research was guided by ecological and narrative perspectives. An ecological view provides a framework for examining families within interacting systems. The narrative approach provides an organization for episodes, actions, and meanings. Families are surrounded by systems that view human behavior through the lens of heterosexual experience. This lens promotes and assigns power to the assumption that people are and should be heterosexual. Five research questions guided the study: (1) What is the content and meaning of family conversations about sexual orientation? (b) How do parents attempt to answer children's questions or inform them about the topic of sexual orientation? (c) How does gender organize family conversations about sexual orientation? (d) What other factors influence parents' attitudes about sexual orientation? (e) What values do parents want their children to have regarding sexual orientation? I conducted conjoint qualitative interviews with 20 heterosexually married parents (10 couples) who reported engaging in conversations with their children (ages 5 to 16) about sexual orientation while promoting a climate of acceptance about sexual orientation diversity. Children wondered mainly about marriage rules and coupleness. Parents reported answering questions honestly and extending conversation when possible. In 7 families, both parents reported that mothers talked to the children more about social topics such as sexual orientation. All parents said their attitudes were most influenced by knowing lesbian or gay people. Despite having heard derogatory statements about gays and lesbians in their families of origin, parents reported changing their attitudes to fit their knowledge of real lesbian or gay people. Parents wanted their children to be "accepting," "respectful," "responsible," "tolerant," "open-minded," and "fair." / Ph. D.

Children' s relationships with their childcare teachers and its effects on their subsequent behaviors, attachments, and outcomes have been an interest in the last two or three decades primarily due to the significant increase of young children in full-time childcare. Attachment Theory, and its identifying behaviors in children categorized by the Strange Situation or the Attachment Q-Sort, has been the main focus of previous research. The purpose of my study, using an ethnographic approach, was to understand and describe the varied and multiple relationships between children (approximate ages 12 to 24 months) and their childcare teacher in their day-to-day interactions. Observations were my primary source of data, supported by videotaped sessions, and parent and teacher interviews. My focus was on secondary caregiver-child dyads, their relationships, and the parameters and identifying behaviors characterizing each pair. Data collection took place over an eight-week period in one toddler center classroom where I was a passive participant observer. Results indicated the children had warm, nurturing relationships, often with multiple caregivers, without the prevailing attachment behaviors. My research did not support the customary categorization of childcare relationships using the attachment paradigm, nor an increase in the insecure-avoidant category among children in full-time childcare. Evidence suggested, instead, a broader base of relationship descriptions, and a future development of a multiple caregiver model analogous to the extended family for understanding the varied relationships within a childcare center setting. / Ph. D.

Early childhood represents a critical period for the development of social skills and abilities that enhance social competence. One of the main aspects that contribute to this development is the parent-child relationship. The purpose of this study is to explore this area of the parent-child relationship by focusing on parenting personality and parents’ perceptions. The aim of this study was to investigate whether parents’ personality could influence the parent-child relationship and consequently predict social competence in young children. Parents’ personality related to the five personality dimensions as delineated by the Five Factor Model. Parents’ perceptions focused on Attachment, Discipline Practices, Involvement, Parenting Confidence, and Relational Frustration. The study consisted of 62 parents of children between the ages of three and six years old. Participants were asked to fill out three questionnaires, the Parenting Relationship Questionnaire for Pre-schoolers (PRQ-P), the Neuroticism Extraversion Openness-Five Factor Inventory (NEO-FFI), and the Social Competence Scale (SCS). The five personality dimensions were found to be significantly correlated with parenting perceptions of the parent-child relationship and the preschool child’s social competence. For example Neuroticism, Extraversion, Agreeableness and Conscientiousness were significantly related to Parenting Confidence, however only Neuroticism and Agreeableness correlated significantly with social competence in children. More specifically, Neuroticism was negatively related to Emotional Regulation and Agreeableness was positively related to Prosocial Behaviour. In addition to this regression analyses showed that the parent-child relationship, personality, and social competence were strongly mediated especially with regards to Neuroticism, Parenting Confidence as well as Relational Frustration and Emotional Regulation. Implications of the findings and recommendations for future research were discussed.