国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Master of Science / Department of Horticulture, Forestry, and Recreation Resources / Richard H. Mattson / With the advancement of urbanization, many children today have limited or no experiences with nature or survival instincts as described by the nature (Biophilia) hypothesis. Today, children's preference toward landscapes may be more reflective of cultural experiences learned from family, teachers, or classmates, and referred to as the nurture hypothesis. In this research study, two visual surveys were used to investigate the nature vs. nurture hypotheses. In the first survey, 93 multicultural American children were asked to identify their preferred colors for symbols of bananas, tulips, birds, and trees. In the second survey, 202 children from American and Japanese schools were asked their visual preferences and emotional responses to photographs of landscapes, trees, homes, and nature scenes. Subjects were first, third, and sixth grade elementary school students in America and Japan. The effects of culture, age, and gender were evaluated. In addition, the relative preference and emotional impact of plants and landscapes were examined. In the first study, younger children preferred all colors that exist in nature. However, responses of the older children would support the nurture hypothesis. Older children selected fewer and more appropriate colors, such as yellow bananas, reflecting a learned behavior. Also, boys preferred blue symbols while girls selected red with higher frequency than other colors. In the second study, American children preferred the Japanese landscape and tree scenes, and reported more positive emotion than Japanese children toward the American and Japanese tree scenes. Younger American children showed more positive emotions toward the American home scene. Although first and third grade Japanese children preferred Japanese scenes, more sixth grade Japanese children preferred American scenes. In conclusion, visual preferences and emotional responses are influenced by content of photographs, and evidence supports both the nature and the nurture hypothesis among Japanese and American children.

The problem with which this investigation was concerned was that of determining whether role playing could be used successfully to help elementary school children clarify selected values claims. The changes in children's values claims were measured by using the Semantic Differential developed by Osgood and others. This study had a threefold purpose. The first was to determine if children's values claims in the third grade could be changed by a concentrated program of role playing. The second was to determine whether children's values claims in the fifth grade could be changed by a concentrated program of role playing. The third was to determine if there was a difference in the amount of change in third- and fifth-grade children's values claims after both grades had experienced a concentrated program of role playing. The following conclusions were reached: (1) Role playing experiences can be used successfully to change third-grade children's values claims in respect to the concepts of honesty and consideration of others. (2) Whether role playing can be used successfully with third-grade children to change their values claims in regard to respect for property is open to question. (3) Whether role playing can be used successfully with fifth-grade children to change their values claims in regard to honesty, consideration of others, and respect for property is open to question. The study implied that (1) role playing may be more effective with children in the third grade than with children in the fifth grade, (2) role playing may be more effective with some values claims than with others, (3) though the changes made by the fifth grade after role-playing experiences were not significant, they were in the positive direction. Consequently it is entirely possible that role playing could have been more effective with the fifth grade under differing circumstances, (4) significant changes in values occur slowly, and programs to change values should be extended over long periods of time.

Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P < .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day

The purpose of this study was to investigate the reaction time and speed of movement of the dominant and non-dominant arms of elementary-school boys and girls.

Being the victim of school bullying is associated with many negative outcomes, including depression, anxiety, substance abuse, school refusal, and suicide. Peer bystanders are present in the majority of bullying situations and bystander intervention has been found to be very important in ending a bullying incident. However, most of the time bystanders do not step in to help the victim. The present study investigated the impact of parent and family influences on children’s bystander behavior. Seventy-three third- through sixth-grade students were given a questionnaire that asked about their behavior in bullying situations (engaging in bullying behavior, helping or encouraging the bully, defending the victim, or staying away from the situation altogether). Their mothers completed three questionnaires that evaluated symptoms of depression, quality of the parent-child relationship, and parent responses and experiences of anger. Key findings were: (a) parents who were more frustrated with their relationship with their children had children who were less likely to help their peers and were more likely to stay out of the incident. (b) children whose parents were less satisfied with their school were more likely to engage in bullying behavior; (c) the way parents expressed and controlled their own anger predicted whether or not their child would defend a peer; and (d) older children were both more likely to defend their peers and more likely remain uninvolved.

No description available.

The purpose of this study is two-fold: 1. to determine whether or not certain poster presentations affect the food acceptance of elementary school children, and 2. to determine which method of presenting a poster had the most affect upon the child's food acceptance.