Call number: LD2668 .T4 1927 S59 / Master of Science

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Occupational Therapy. Johannesburg, 2017. / Introduction Appropriate motor coordination is a prerequisite for most occupational tasks (Summers, et al., 2008) (Case-Smith & O'Brian, 2010). Young children develop motor coordination over a period of years (Case-Smith & O'Brian, 2010) (Gallahue, et al., 2012). This can be observed in the development of gross motor skills such as jumping, hopping, skipping etc. (Case-Smith & O'Brian, 2010). Delays in the development of motor coordination can thus have an effect on a child’s development in all other aspects of their life (Gallahue, et al., 2012). Problem There is a need in South Africa for a cost-effective standardised tool to evaluate motor coordination in children in a valid and reliable way. Currently standardised tools must be imported from the United States of America (USA) or the United Kingdom (UK) and may not be suitable for South African children. An evaluation tool for motor coordination does exist in South Africa, but its current scoring depends in part on the experience and skill set of the professional to judge the quality of movement during a movement task and its psychometric properties have not been explored. Aim This study aimed to identify salient behavioural characteristics that separate children with typical motor coordination development and mild to severe motor coordination dysfunction from each other on the items of the Clinical Observations of Gross Motor Items (COGMI) (SAISI, 2004), in order to provide recommendations to improve the reliability and standardization of the scoring of this tool in the 5 year 0 months – 5 years 11 months age group. Method A quantitative, comparative, descriptive, cross-sectional study design was used, with a total of 23 children in this age group. The participants were divided into a typical motor coordination (green) group and a mild to severe motor coordination dysfunction (red) group. They were videoed while performing 15 of the 18 items of the COGMI. These video recordings were analysed using movement analysis to determine specific behaviours which identify function and dysfunction in this age group. Results From the observations which could be seen when using the COGMI, clusters could be identified. As the COGMI focuses on coordination of movement rather than postures, the starting and finishing position were discarded and further analysis was only done on the movement component of items. The observations made during the movement portion of items on the COGMI were divided into observations made of the upper limbs, the lower limbs, head, neck and core. Comparisons were made between the two groups and looked at the salient behavioural characteristics that determine function and dysfunction in the age group of five year old children. Conclusion Throughout this study it was very clear that this specific age group presents with a lot of variability due to the fact that they are still developing in their gross motor skills and are not yet proficient in fundamental skills. Using these characteristics a checklist of behaviours was developed, which can be used in combination with the COGMI scoring sheet. / MT2017

"The purpose of the present study was to make a survey of published research findings in psychological journals in the field of Child Development. The articles used were from journals published by the American Psychological Association and the Journal of Genetic Psychology published by the Journal Press. The latter is included as a marginal periodical. The intent of the survey was to note trends, methods of research, and subject matter as they are presented in these journals from 1945-1956. The second problem of the study was to consider whether the articles of the American Psychological Association journals are meeting the publication needs of research in child development"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Ralph L. Witherspoon, Professor Directing Paper. / Includes bibliographical references (leaves 20-21).

No description available.

No description available.

Fung Yau-Fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 80-85). / Abstracts in English and Chinese. / List of Tables --- p.v / List of Figures --- p.vi / Abstract (English) --- p.ix / Abstract (Chinese) --- p.x / Chapter CHAPTER ONE --- Introduction --- p.1 / """Knowing That One Knows""" / """Knowing"" versus ""Guessing""" / Theory of Mind: Self versus Other / "Children's ""Theory of Knowing How""" / "Children's ""Theory of Knowing That""" / Chapter CHAPTER TWO --- Experiment1 / Method --- p.17 / Participants / Materials / Procedure / Results and Discussion --- p.23 / "Pre-Exposure ""Knowing How"" and ""Knowing That""" / "Post-exposure ""Knowing How"" and ""Knowing That""" / False Belief Task / "Overall Performance on Knowing How, Knowing That, and False Belief" / Chapter CHPATER THREE --- Experiment2 / Method --- p.35 / Participants / Materials / Procedure / Results and Discussion --- p.41 / "Discriminate Measure of ""Knowing How,"" ""Knowing That""" / Performance as an Indicator for Knowing / False Belief Task / "Overall Performance on Knowing How, Knowing That, and False Belief" / Chapter CHAPTER FOUR --- Experiment3 / Method --- p.55 / Participants / Materials / Procedure / Results and Discussion --- p.59 / "Pre-Exposure ""Knowing How"" and ""Knowing That""" / "Overall Performance on Knowing How, Knowing That, and False belief" / Chapter CHAPTER FIVE --- General Discussion --- p.65 / Children's Understanding of Self-Knowledge and Other-Knowledge / "Children's Understandings of ""Knowing That´ح and ""Knowing How""" / Chapter i) --- "Pre-Exposure """"Knowing How"" and """"Knowing That ´ح" / Chapter ii) --- "Awareness of a Transition from ""Not Knowing"" to ""Knowing""" / Chapter iii) --- The Role of Informational Access in Knowledge Formation / Chapter iv) --- The Role of Performance Outcome in Knowledge Attribution / "Children's Understandings of ""Knowing That"" and ""False Belief""" / REFERENCES --- p.80 / APPENDIX / Record Sheets of Experiment 1 --- p.86 / Record Sheets of Experiment 2 --- p.92 / Record Sheets of Experiment 3 --- p.102

The primary historical focus of this thesis falls in the years between 1940 and 1970. My main area of interest lies in the individual subject and how that child, adolescent or adult functions in particular situations and most importantly, how my chosen African American writers have portrayed their male and female protagonists in various environments and circumstances. Each of the seven chapters of this thesis covers specific experiences: an emotional journey toward one‘s sexual orientation; a trans-national urban experience of homosexuality; 1950s suburbia and the socio-cultural issue of interracial relationships; historical and legal concepts of interraciality; rural poverty and childhood trauma; communal responsibility and child abuse; and maturation and intergenerational relationships. An emphasis upon family, community and environment are threads that run throughout the thesis. Accordingly, social, political and legal histories are engaged, as are environmental studies. Furthermore, queer, black feminist, trauma and gender theories are utilised along with sociological studies, child development and psychology. This research has enabled my close textual examination of each narrative so as to ascertain how each writer deals with the relationship between subject and society, thus, I argue how they offer differing viewpoints than the ones we find presented by traditional theories and criticism that predominantly comprise issues of race. Finally, the aim of this thesis is to propose alternative avenues of critical inquiry regarding the treatment of child development and individual trauma through individual readings of these mid-twentieth-century examples of autobiography, drama and novel.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The aim of this cross-sectional study was to determine the difference in development (cognition; receptive and expressive language; and fine and gross motor) of Human Immunodeficiency Virus (HIV) -exposed infected (HEI) infants with the development of HIV-exposed but uninfected (HEU) infants using the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Sixty infants were enrolled in the study; 32 (53.33%) HEU infants and 28 (46.67%) HEI infants. The two groups were well-matched for infant demographics, anthropometry at birth, maternal demographics, as well as socioeconomic status. Statistically significant differences were found in anthropometry and development between the HEI and HEU group. The HEI infants had malnutrition, were stunted and had smaller head circumferences than HEU infants. The BSID-III showed that the mean developmental delay for the HEI group was approximately two months below their mean chronological age for all scales (cognitive; receptive and expressive communication; and, fine and gross motor age). The HEI group showed that 64.29% had cognitive delay, 60.71% had language delay and 53.57% had motor delay, all of which was significantly different from the development of the HEU group for all domains (p<0.001). In addition to using the BSID-III, the majority of mothers were able to correctly indicate whether their child was developing at the same, or at a slower rate of development than children of the same age. This study demonstrates that infants who are HIV-exposed and infected are at risk of developmental delay.

This study identified selected characteristics of sexual identity and artistic development using 481 pictures from a collection of 1,008 pictures drawn by first through fourth grade males and females. The pictures were collected by the E. C. Brown Trust Foundation to study children’s concepts of reproduction. Three general hypotheses were developed: 1. Sex differences are observable in children's art; II. There are observable differences in artistic development as grade level changes; III. Observations by social workers of content in children's art are reliable. From a search of the literature, certain variables were identified, including content, use of color, and aspects of form, space, and execution. Hypotheses stating that these vary in relation to grade level and sex were developed to be tested. Data were collected by means of a pretested schedule. A sample of sixty pictures was viewed by each of five observers, independently and blind. Data were transcribed and evaluated using tests of reliability and association. The findings indicated that differences related to sex and grade level of the artist can be observed with statistical reliability by social workers. Three factors affected the interpretation of the findings: a number of uncontrolled variables; the absence of norms of children’s art verified by research against which to measure findings; and the relatively low reliability of judgment. Implications for social work are mainly cautionary. Art is such a complex and subjective matter that until parameters have been established by research, its use as a tool for evaluating human behavior cannot be recommended.