Thesis (M. Heal. Sc.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 63-67). Also available via the World Wide Web.

The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.

This dissertation was initiated to investigate the preprimary teacher's role in identifying and assisting learning disabled preprimars. The literature section consists of a study of the normal process of child development and the phenomenon of learning disability and its manifestation in preprimars. The philosophy of inclusion and a number of existing programmes for learners with learning disabilities were examined. The empirical research assessed the responses of preprimary teachers from the Eastern Cape to a questionnaire, their experiences in dealing with preprimars with learning disabilities in a typical preprimary group were analyzed and a summary of the findings was made. Recommendations have been given to teachers regarding the identification of learning disabilities in preprimars, the assistance and support needed to enable the teacher to assist the learning disabled preprimar and the need for additional training to equip her to do so. / Educational Studies / M. Ed. (Orthopedagogics)

The purpose of the study is to visualize how four preschool teachers working with multilingual preschool children. The study's problem consists of the following questions:  How do pre-school teachers work with the aspect of language of multi-lingual chrildren? How is the use of mother tongue/native language perceived by pre-scool teachers? The methodological approach is qualitative, and all data is collected through qualitative method - interviews. The interviews was conducted in two different preschools, with two pre-school teachers from each kindergarten. We call one of the preschools Glädjen, which is more centrally located in a multicultural area where many of the children are multilingual. While the other preschool we call the preschool Delfinen, which is more centrally located in a Swedish dominatinged area. The theoretical basis I am using to support my study is Vygotsky's socio-cultural perspective and previous research by Anne Kultti (2012), Anders Skans (2011) and Polly Björk-Willén (2006).

Fibrose cística é uma doença hereditária, caracterizada por alterações no transporte de cloro nas membranas das células epiteliais, gerando a produção de muco espesso e anormal, o que pode obstruir os ductos de glândulas exócrinas de vários órgãos. As manifestações clínicas principais da doença abrangem os sistemas respiratório (com infecções pulmonares recorrentes e crônicas) e gastrointestinal (com insuficiência pancreática e consequente má-digestão e absorção de nutrientes, levando a desnutrição energético-protéica). Existem evidências de que a constituição da microbiota intestinal pode influenciar a colonização do trato respiratório de indivíduos com fibrose cística. Esta dissertação teve como objetivo realizar revisão sistemática e metanálise das publicações científicas sobre o uso de pré, pró ou simbióticos em fibrose cística, além de avaliar a situação nutricional dos pacientes com fibrose cística acompanhados no Instituto da Criança - HCFMUSP. A revisão sistemática e metanálise seguiu protocolo proposto pela Colaboração Cochrane, com buscas em bases de dados eletrônicas com os termos prebioticos ou probióticos ou simbióticos e fibrose cística. Foram incluídos ensaios clínicos randomizados que abordassem os desfechos de inflamação intestinal e/ou exacerbações pulmonares. O estudo de avaliação nutricional foi realizado através de levantamento de dados antropométricos e clínicos, além de questionários aplicados a pacientes e responsáveis sobre dados de consumo alimentar e características socioeconômicas. Na busca bibliográfica foram encontrados 48 diferentes estudos, e somente 6 atingiram os critérios para integrar a metanálise. Foi observado efeito protetor do uso de probióticos e simbióticos na taxa de exacerbação pulmonar em pacientes com fibrose cística quando comparados com placebo (OR= -1,01 (IC 95% -1,66; -0,37), p = 0,002). Os níveis de calprotectina fecal (indicador de inflamação intestinal) tiveram redução significativa após intervenção (OR= -12,18 (IC 95%: -22,50; -1,86), p = 0,02), e houve diminuição dos pacientes com inflamação intestinal (calprotectina > 50 mcg/g de fezes) com OR= 0,31 (IC 95%: 0,13; 0,79), p = 0,01. Na avaliação do perfil nutricional foram incluídos 101 pacientes (59,4% do gênero masculino, 86,4% caucasianos), e a mediana de idade na inclusão foi de 10 anos. A maioria dos pacientes foi classificada como eutrófica, com consumo alimentar adequado. Valores menores de escore Z de IMC foram observados em escolares e adolescentes, e a proporção de pacientes com peso abaixo do esperado aumenta de 10% entre pré-escolares para 35% na faixa etária escolar. As características socioeconômicas não demostraram relação com consumo alimentar ou estado nutricional. Os valores de função pulmonar foram mais baixos em adolescentes e indivíduos com pior estado nutricional, porém sem diferença significante. Dados da metanálise, apesar da limitação amostral, apontaram o uso de probióticos como fator de proteção para exacerbações respiratórias, bem como para inflamação intestinal. Resultados da avaliação nutricional indicam que a transição das faixas etárias pré-escolar para escolar é um momento crítico, portanto abordagens direcionadas para estas faixas etárias podem ser de grande importância para preservação da saúde nutricional. Sendo assim, recomenda-se que mais estudos de estratégias nutricionais preventivas sejam realizados em faixas etárias precoces, como suplementação de probióticos, visando a melhora do prognóstico de pacientes com fibrose cística. / Cystic fibrosis is a hereditary disease characterized by deficiency of chloride transportation in epithelial cell membranes, resulting in thick and abnormal mucus, which may obstruct ducts of exocrine glands in several organs. The main clinical manifestations include the respiratory (recurrent and chronic lung infections) and gastrointestinal systems (pancreatic insufficiency and consequent maldigestion and absorption of nutrients, resulting in malnutrition). There is evidence that intestinal microbiota composition may impact the respiratory tract colonization of individuals with cystic fibrosis. This study aimed to verify current evidence regarding the effects of supplementation of probiotics, prebiotics or both in cystic fibrosis patients, concerning gastrointestinal and respiratory outcomes. We performed a systematic review and meta-analysis, and additionally carried out a survey of the nutritional status of patients with cystic fibrosis attending the outpatient clinic of the Instituto da Criança HCFMUSP. The systematic review and meta-analysis was performed according to the protocol proposed by the Cochrane Collaboration, searching electronic databases using the terms \"prebiotics\" or \"probiotics\" or \"symbiotic\", and \"cystic fibrosis\". Randomized clinical trials addressing intestinal inflammation and/or pulmonary exacerbations were included. The assessment of nutritional status was carried out through a cross-sectional survey of medical records concerning clinical and anthropometric data, and also by applying a questionnaire to patients and caregivers concerning food consumption, and socioeconomic characteristics. The bibliographic search identified 48 different studies, but only 6 fulfilled criteria to be included in the meta-analysis. A protective effect of probiotic and symbiotic use was observed in the rate of pulmonary exacerbations when compared to placebo (OR = -1.01 (95%CI -1.66, -0.37), p=0.002). The levels of fecal calprotectin (indicator of intestinal inflammation) had a significant reduction after intervention (OR = -12.18 (95%CI: -22.50, -1.86), p=0.02) and there was a decrease in the proportion of patients with intestinal inflammation (calprotectin> 50 mcg/g feces) with OR = 0.31 (95%CI: 0.13, 0.79), p=0.01. Regarding nutritional assessment, 101 patients were included (59.4% male, 86,4% white race), and median age at inclusion was 10 years old. The majority of patients were considered to be eutrophic and have adequate food intake, but lower values of BMI Z-score were observed in schoolchildren and adolescents. The proportion of underweight patients increased from 10% among preschoolers to 35% of the school age group. The socioeconomic characteristics were not associated to the food consumption or nutritional status. Lung function was lower in adolescents and individuals with poor nutritional status, but without significant difference. Data from the meta-analysis, despite the limitations of sample size, indicated that the use of probiotics may be a protective factor for respiratory exacerbations as well as intestinal inflammation. Results of the nutritional assessment indicate that the transition from the pre-school to the school age groups is a critical period, and therefore approaches directed to these age groups may have a significant impact in the nutritional health. Towards that, further studies using preventive nutritional strategies such as probiotic supplementation, are recommended for younger age groups, aiming to improve the prognosis of patients with cystic fibrosis.

<p>Undersökningen som grundar sig på intervjuer med nio pedagoger i sex flerkulturella förskolor utgår både från styrdokumentens förespråkade sociokulturella tänk liksom ett socialisationsteoretiskt perspektiv. Studien synliggör att såväl språkliga – som kulturella dilemman dagligen uppstår såväl mellan hemmet och förskolan, som mellan vuxna med olika religionstilllhörighet. Studien tydliggör att ett interkulturellt perspektiv inte föreligger i möten mellan olika kulturer, vilka därmed sker utifrån pedagogernas individuella reflektioner kring egna – och andra kulturer. Invänjningen av barn med annat modersmål och annan etnisk tillhörighet får bäst förutsättningar att lyckas om parterna möts vilket inte är självklart. Studien visar med detta dels att socialiseringsprocessen in i samhället sker genom kontakten till pedagogerna – vars åsikter och förhållningssätt representerar den ”allmänna uppfattningen”. Dels framkommer det att många familjer med annan härkomst har mycket svag insikt om svensk förskola, att det faktiskt inte är en läsa - räkna - skriva – skola utan en arena där barn mycket tidigt får möjlighet att utvecklas till självständiga individer. Framförallt framkommer det att stora kulturella skillnader i synen på barns behov av – och i förskolan försvårar invänjningen avsevärt.</p>

Undersökningen som grundar sig på intervjuer med nio pedagoger i sex flerkulturella förskolor utgår både från styrdokumentens förespråkade sociokulturella tänk liksom ett socialisationsteoretiskt perspektiv. Studien synliggör att såväl språkliga – som kulturella dilemman dagligen uppstår såväl mellan hemmet och förskolan, som mellan vuxna med olika religionstilllhörighet. Studien tydliggör att ett interkulturellt perspektiv inte föreligger i möten mellan olika kulturer, vilka därmed sker utifrån pedagogernas individuella reflektioner kring egna – och andra kulturer. Invänjningen av barn med annat modersmål och annan etnisk tillhörighet får bäst förutsättningar att lyckas om parterna möts vilket inte är självklart. Studien visar med detta dels att socialiseringsprocessen in i samhället sker genom kontakten till pedagogerna – vars åsikter och förhållningssätt representerar den ”allmänna uppfattningen”. Dels framkommer det att många familjer med annan härkomst har mycket svag insikt om svensk förskola, att det faktiskt inte är en läsa - räkna - skriva – skola utan en arena där barn mycket tidigt får möjlighet att utvecklas till självständiga individer. Framförallt framkommer det att stora kulturella skillnader i synen på barns behov av – och i förskolan försvårar invänjningen avsevärt.

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 5, 2010). Vita. Thesis advisor: Dr. Judith C. Goodman. Includes bibliographical references

In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.

The purpose of this study was to investigate the effect of an integrated adapted physical education setting on the motor performance of preschool children with developmental delays. Subjects in this study participated in segregated and integrated adapted physical education classes. During the integrated conditions, same-age peers without delays participated in activities as "proximity peers" (Jenkins, Speltz & Odom , 1985). Child-directed activities were presented in each class and subjects were observed practicing locomotor and object control skills. The quality of each performance was analyzed to determine the number of critical elements present in the performance and the level of teacher or peer prompt required to initiate and complete each performance. A single subject reversal design (A-B-A-B) was used in this investigation. Four children with developmental delays were filmed within an eight-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The level and trend of the data was calculated to describe the quality of each child's motor performance within each condition, between conditions, and across segregated and integrated conditions. The results of this study provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated adapted physical education setting. Although day-to- day variability was calculated for each subject, overall skill level remained stable and their level of independence was not compromised in the integrated setting. Recommendations for future research are made based upon the results of this investigation. / Graduation date: 1993