Becoming Number Six is an original dramatic work: Stephanie Dylar is disturbed when two shadowy figures claiming to be intelligence agents appear on her doorstep. The agents, Lovelace and Babbage, represent a government branch known as The Division, and inform her that her son Jeremy may be involved in illegal computer activity. When Jeremy subsequently goes missing, Stephanie turns to her friend Julia for help, and is confronted with the realities of constant surveillance as Julia brings the hacking group Incognito into the mix.

A research report submitted to the Faculty of Medicine, University of Witwatersrand (Johannesburg), in partial fulfilment of the requirements for the degree of Master of Science in Occupational Therapy. Johannesburg 1992. / Toy Libraries exist to promote the principle that play DOES matter to the developing child. The Sunshine Centre Toy Library in Johannesburg functions as a supplementary early intervention service for parents who have children with special needs.[Abbreviated Abstract. Open document to view full version] / GR2016

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Typescript (photocopy). / Digitized by Kansas Correctional Industries

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Multiple studies have supported the link between anger and aggression. It is not uncommon for anger to result in aggressive acts, especially in children still learning socially appropriate ways of coping. Furthermore, childhood aggression is typically viewed as a concerning act that should be reduced or eliminated. However, some research shows that within pretend play, aggression can be adaptive. Studies have supported the Mastery/Catharsis hypothesis, the theory that aggression in pretend play acts as a release of emotions and processing of events, by showing that children who exhibit more aggression within their pretend play exhibit less aggression outside of play. Pretend play has been proposed as an adaptive coping mechanism for children. Although the literature supports the role of pretend play in coping with anxiety, the role of play in coping with anger has not previously been evaluated. The current study used a pretest/posttest design to evaluate the relationships between anger and aggression in pretend play and the role of aggression in pretend play in regulating anger in preschool aged children. Mood was measured at three time points: baseline measure prior to play or mood induction (Time 1), measure after the mood induction (Time 2), and after the condition manipulation (Time 3). Baseline measures of pretend play were also collected prior to the mood induction for all children. After the mood induction, half the participants participated in a measure of pretend play and the other half watched an emotionally neutral 5-minute video. Measures of mood were then collected again. Given the strong relationship between anger and aggression, it was hypothesized that anger would increase aggression in pretend play. Furthermore, according to the Mastery/Catharsis hypothesis engaging in aggression in pretend play should reduce anger. Therefore, it was hypothesized that participants in the treatment condition, who engaged in pretend play, would show a greater reduction in anger than children in the control group, who watched a neutral video. Results indicated that the mood induction resulted in a worse mood than the baseline mood. Furthermore, children engaged in more aggression in pretend play after being angered than prior to being angered. Finally, there were no significant differences in mood scores at the end of the study between the treatment and control groups. The present study developed a novel, effective, and mild negative mood induction procedure for preschoolers. Additionally, it found a relationship between anger and aggression in pretend play in preschoolers. Although the present study did not find pretend play was more effective in improving mood that the control condition, future studies should evaluate this relationship further as there were several extraneous variables that were not controlled for (e.g., emotion regulation abilities).

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<p>Studiens syfte har varit att undersöka hur lek används i undervisningen. Genom en standardiserad enkät har 21 pedagoger från fem olika skolor tillfrågats. Pedagogerna har varit verksamma inom förskoleklass till årskurs tre. Studiens resultat visar att leken i undervisningen förekommer i olika mängd i både förskoleklassen och de olika skolorna. Pedagogerna menar att det är svårt att uttala sig om vad lek betyder men framhåller att leken utvecklar olika förmågor såsom fantasi, socialt samspel och lärande. De framhåller också att det både finns fördelar och nackdelar med att använda lek i undervisningen.</p>

The purpose of this study was to examine the contribution of temperament to childrenâ??s behaviors in the classroom and their school readiness. Data was collected on 60 preschool children enrolled in Head Start. Teachers rated temperament using the Preschool Temperament Classification System. Trained coders observed childrenâ??s engagement and play during circle time and free play, respectively. School readiness was directly assessed using the Learning Express. Three main findings emerged: (1) Temperamentally-extreme children performed lower than resilient children on the school readiness assessment, suggesting that temperamentally-extreme children begin to lag behind their resilient peers as early as the preschool years. (2) Off-task behavior in the classroom affects undercontrolled childrenâ??s school readiness; however, the degree of influence appears to depend on the complexity of learning specific domains. That is, off-task behavior in the classroom may have a larger influence on more complex subject matter than simpler ones. Classroom behaviors were not related to overcontrolled childrenâ??s school readiness scores. (3) Behavioral differences were found between temperament groups during circle time, however no differences were found during free play. This suggests that classroom context may play a role in temperamentally-extreme childrenâ??s classroom behaviors.

Thesis (M.A.)--Ohio State University, 1982. / Includes bibliographical references (leaves 79-82). Available online via OhioLINK's ETD Center.