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The development of children's understanding of spatial relationsSowden, Steve January 1996 (has links)
No description available.
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The Newcastle Thousand Family Study : the influence social and environmental factors from two earlier generations have on the development and functioning of a subsequent third generation of school-aged childrenGatzanis, S. R. M. January 1985 (has links)
No description available.
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An investigation of the influence of television and videos on 10-12 year-old children's storymakingBelton, Teresa Laura January 1998 (has links)
No description available.
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Social interaction and theory of mind in children's pretend playTan-Niam, Carolyn S. L. January 1998 (has links)
No description available.
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Who's observing whom? An analysis of the effects of observation on mother-child interaction : (using viseotape recordings and interview procedures to develop an understanding of the special context of the observation situation)Wright, Josephine January 1991 (has links)
No description available.
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Numerical understanding in infancyTan, Lynne S. C. January 1997 (has links)
No description available.
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Effects of treatment strategies on the learning and development of autistic childrenWilliams, T. I. January 1987 (has links)
No description available.
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The assessment of early literacy developmentNutbrown, Cathy January 1997 (has links)
The study concerns on the assessment of early literacy development of children aged three to five years. A review of research into the assessment of early literacy, a consideration of purposes of literacy assessment and a survey of practice in schools revealed the need for new measures of literacy development that are in step with current research into literacy development in the preschool years. The study addressed six questions: 1. How is early literacy development currently assessed by teachers? 2. What is the focus of teachers' early literacy assessment? 3. What are teachers' purposes for assessing early literacy development? 4. What are teachers' needs in terms of assessment of early literacy development? 5. How can researchers better assess early literacy development? 6. Can early literacy development assessment instruments developed for researchers also be useful to teachers? Questions 1-4 were investigated through an interview survey of 30 schools. Question 5, the major research question of the thesis, was researched through the development and trialling of a new measure, the Early Literacy Development Profile. Teachers' views gathered during the trial were used to answer question 6. The major outcome of the study is a new measure, the Early Literacy Development Profile. This is intended for those research studies which require a measure which results in a statistical outcome (specifically, experimental studies involving comparison of groups of children, comparison of methods and comparison between age spans). Other outcomes include: a basis for the development of a new measure~ a review of the literature on early literacy assessment and a delineation of the purposes of assessment in this area. Three lines of future research emerge: further development and evaluation of the Profile~ comparisons with other measures; use of the Profile in studies involving comparisons between groups, methods and age spans.
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Parents interpret how they socialize their pre-school-aged children to learn fundamental motor skillsCovey, Jamie A. 10 April 2008 (has links)
No description available.
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Adolescent risk behaviour as related to parenting stylesPetersmeyer, Claudia 25 May 2017 (has links)
The purpose of this study was to determine adolescents'
level of interest and engagement in risk behaviours as it
relates to adolescents' and parents' perceptions of the
parenting variables, demandingness and responsiveness. Data
were collected from both adolescents and parents. The
sample was obtained from two schools: (a) 44 Grade 8
students (28 girls, 16 boys) from a local junior high school
and their parents (44 mothers, 37 fathers) ; and (b) 33 Grade
8 students (10 girls, 23 boys) from a second local junior
high school. In order to examine perceptions of parenting,
participants were asked to complete a 33 item questionnaire
adapted from Lamborn et al.'s (1991) parenting measure and
Greenberg's (1991) Inventory of Parent and Peer Attachment.
Adolescents were also asked to report on their level of
engagement in 26 risk behaviours, adapted from Lavery et
al.'s (1993) 23-item Risk Involvement and Perception Scale.
Results indicate adolescents' interest in becoming
involved in risk behaviours although a relatively low
incidence of actual engagement in risk behaviours is
evidenced at this time. Adolescents from one school report
significantly higher interest in risk behaviours than those
from the other (F₃,₇₃ = 4.98, p<.03). However, the
relationships between adolescents' ratings of risk behaviours and the two parenting variables were similar at
the two schools. Findings were, therefore, reported for the
combined group of adolescents (N = 77) .
Adolescents' perceptions of parental demandingness and
responsiveness were relatively positive overall.
Relationships between adolescents' perceptions of parental
demandingness and responsiveness, particularly with regard
to mothers, were inversely related to interest in risk
behaviours (ranging from r = -.62 to r = -.35 for Total Risk
Behaviour). Multiple regression analyses indicated that
mothers' demandingness, as perceived by adolescents, is the
most significant predictor (Standard beta = -.56, p.001) of
teens' interest propensity for engagement in risk
behaviours.
Adolescents' perceptions of parenting are more strongly
related to their interest in risk behaviours than are
parents' perceptions of their own parenting. Discrepancy
scores between perceptions of demandingness and
responsiveness indicate that parents typically rated
themselves higher on the parenting variables than did their
teens. However, the absolute magnitude of discrepancy in
parental demandingness was found to be only moderately
associated with adolescents' ratings of risk behaviours
(r = .32) and no relationship was found for discrepant
perceptions of parental responsiveness.
Four parenting style groups (Authoritative,
Authoritarian, Permissive Indulgent, and Permissive
Indifferent), based on Baumrind's conceptual framework, were
formed on the basis of adolescents' ratings of their
parents' demandingness and responsiveness. Adolescents
parented Authoritatively (scores above the median on both
variables) reported the lowest level of interest in risk
behaviours, whereas teens from Permissive Indifferent
families report the highest (F₃,₄₅ = 8.03, p < . 001) .
A qualitative study was conducted by examining
adolescents' use of leisure time. Eight adolescents, a male
and a female chosen from each of the four parenting groups,
completed a four-day Activity Log describing what they did,
where, and with whom in out-of-school time. Those who were
parented Authoritatively reported the fewest risk factors
and the lowest level of interest in risk behaviours.
Further investigation of adolescents' interest or engagement
in risk behaviours, using the Activity Log in conjunction with comprehensive interviews, is warranted.
This study contributes to knowledge in this area in
several ways: (a) a wide range of risk behaviours was
examined in relation to the parenting variables,
demandingness and responsiveness; (b) in addition to
adolescents' data, both fathers' and mothers' data were
examined in relation to adolescents' interest and engagement
in risk behaviour; and, (c) new measures, some derived from
others' work and one newly created, were employed. / Graduate
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