A proposta do presente estudo é investigar a aquisição de comportamento verbal em uma pesquisa longitudinal com uma criança de desenvolvimento típico dos dezoito meses aos dois anos de idade, adotando como unidade de análise os operantes verbais propostos por Skinner (1957). O objetivo do trabalho é analisar as respostas verbais emitidas pela criança e pelo acompanhante em situações naturais em termos de operantes verbais e tentar identificar relações entre a emissão de operantes do acompanhante e da criança, de maneira a investigar possíveis padrões de interação na aquisição de comportamento verbal. Foram registradas e transcritas trinta e quatro sessões com duração média de quinze minutos por semana. Os dados foram analisados baseados em categorias criadas a partir dos operantes verbais propostos por Skinner (1957). Os resultados apontam um aumento abrupto na frequência acumulada da emissão das categorias de tatos, mandos, ecóicos e intraverbais da criança a partir dos vinte meses de idade. Esse aumento também ocorre simultaneamente na frequência acumulada da emissão das mesmas categorias do acompanhante. A categoria mais emitida pela criança foi a de tatos, enquanto que a categoria com mais emitida pelos acompanhantes foi a de mandos / The purpose of the present study is to investigate the acquisition of verbal behavior in a longitudinal research with a typical development child from eighteen months of age until two years old, adopting as unit of analysis Skinner´s (1957) verbal operants. The aim of the present work is to analyze verbal responses emitted by the child and the caretakers in a natural setting in terms of verbal operants and try to identify relations between the emission of operants by caretakers and the child, investigating possible interaction patterns in the acquisition of verbal behavior. Thirty four sessions of fifteen minutes of duration were registered per week and then transcript. Data were analyzed based upon categories created from Skinner´s verbal operants (1957). Results show a rapidly increase in the emission of tact, mand, echoic and intraverbal categories of the participant after twenty months of age. This increase also happened simultaneously in the emission of the same categories of the caretaker. The most emitted category of the child was the tacts, while the most emitted category by the caretaker was the mands

A proposta do presente estudo é investigar a aquisição de comportamento verbal em uma pesquisa longitudinal com uma criança de desenvolvimento típico dos dezoito meses aos dois anos de idade, adotando como unidade de análise os operantes verbais propostos por Skinner (1957). O objetivo do trabalho é analisar as respostas verbais emitidas pela criança e pelo acompanhante em situações naturais em termos de operantes verbais e tentar identificar relações entre a emissão de operantes do acompanhante e da criança, de maneira a investigar possíveis padrões de interação na aquisição de comportamento verbal. Foram registradas e transcritas trinta e quatro sessões com duração média de quinze minutos por semana. Os dados foram analisados baseados em categorias criadas a partir dos operantes verbais propostos por Skinner (1957). Os resultados apontam um aumento abrupto na frequência acumulada da emissão das categorias de tatos, mandos, ecóicos e intraverbais da criança a partir dos vinte meses de idade. Esse aumento também ocorre simultaneamente na frequência acumulada da emissão das mesmas categorias do acompanhante. A categoria mais emitida pela criança foi a de tatos, enquanto que a categoria com mais emitida pelos acompanhantes foi a de mandos / The purpose of the present study is to investigate the acquisition of verbal behavior in a longitudinal research with a typical development child from eighteen months of age until two years old, adopting as unit of analysis Skinner´s (1957) verbal operants. The aim of the present work is to analyze verbal responses emitted by the child and the caretakers in a natural setting in terms of verbal operants and try to identify relations between the emission of operants by caretakers and the child, investigating possible interaction patterns in the acquisition of verbal behavior. Thirty four sessions of fifteen minutes of duration were registered per week and then transcript. Data were analyzed based upon categories created from Skinner´s verbal operants (1957). Results show a rapidly increase in the emission of tact, mand, echoic and intraverbal categories of the participant after twenty months of age. This increase also happened simultaneously in the emission of the same categories of the caretaker. The most emitted category of the child was the tacts, while the most emitted category by the caretaker was the mands

Little is known about how maternal positive affect (PA) relates to maternal patterns of emotion socialization about positive emotions. The current study examined the hypothesis that mothers’ self-reported PA, independent of their negative affect (NA), is associated with increased and more appropriate modeling of verbal and nonverbal expressions of positive emotions in mothers. I examined associations between self-reported maternal PA and behaviors during video-taped discussions of times when the mothers and children were happy in 53 healthy mother-child dyads. These tapes were coded using standard observational coding schemes. Results suggest that mothers with higher ratings of PA, independent of NA, positively predicted levels of observed maternal positive involvement and communication while reminiscing. Maternal PA was unrelated to observed dyadic mutual enjoyment, positive emotion words and teaching during mother-child reminiscing. Results add to the existing literature on positive psychology in important ways. Theoretical implications for understanding positive emotions are discussed.

This study was conducted to investigate the processes underlying the relation between executive functioning and false belief knowledge. We explored the hypothesis that children with advanced executive functioning skills are better equipped to capitalize on the experiences that are necessary to learn how to reason about others’ mental states. To examine this possibility, we recruited 3.5-year-old children with age-appropriate variability in executive functioning skills to participate in a training study designed to promote their performance on false belief tasks. We found that individual differences in executive functioning task scores strongly and consistently predicted the extent to which children benefited from false-belief training. Importantly, the relation between executive functioning and false belief improvement remained significant after controlling for age, initial performance on mental state reasoning tasks, language skills, and executive functioning improvement across the testing period. Thus, our results support the hypothesis that executive functioning skills influence the extent to which children are able to capitalize on relevant experience to better predict and understand others’ false-belief-based behaviour. This claim is discussed with respect to possible alternative explanations for our findings, and ensuing implications for understanding the interplay between neuromaturational factors and experience. / Thesis (Master, Psychology) -- Queen's University, 2007-09-28 14:43:16.88

Thesis--University of Oklahoma. / Bibliography: leaves 97-100.

Föreliggande studie syftar till att skapa en ordlista med tillhörande bildmaterial som kan utgöra ett underlag för att bedöma den fonologiska förmågan hos finskspråkiga barn. Ytterligare undersöks huruvida de utvalda målorden ingår i det aktiva ordförrådet hos finskspråkiga barn mellan 3-5 år och kan bli eliciterade utifrån de valda bilderna. Slutligen presenteras förbättringsförslag för det framtagna materialet. Ordlistan består utav 80 ord och utgår frånBirutés och Stembergers (2010) principer för att möjliggöra en ickelinjär analys. Samtliga fonemi det finska språket är representerade, med ett par undantag vad gäller marginella fonem.Ytterligare ingår ett stort antal diftonger, konsonantsekvenser och andra stavelse- och ordstrukturer. I studien deltog sammanlagt 24 finsktalande barn med ett åldersspann mellan 3–5år. Barnen delades in i två åldersgrupper för att möjliggöra en jämförelse mellan de yngre (3;0–3;11 år) och de äldre (4;0–4;9 år) barnen. Barnens svar kategoriserades utefter typen av promting och eliciteringsstrategier som användes för att elicitera målordet. Dessa kategorier var spontan benämning, semantisk promting, fonologisk promting, alternativ, eftersägning och utebliven produktion. Signifikant fler ord eliciterades genom spontan produktion hos barn i den äldre gruppen än i den yngre. För den yngre gruppen eliciterades signifikant fler ord inom semantisk promting, alternativ och eftersägning. Antalet ord där produktionen uteblev (utebliven produktion) var signifikant fler hos den yngre gruppen. Ytterligare noterades användning av oförväntade böjningsformer och varianter för respektive barn. Resultatet indikerade att fler av målorden förefaller finnas i de äldre barnens aktiva ordförråd än de yngres. Slutsatser från denna studie är att majoriteten av de framtagna orden och tillhörande bilder fungerar för elicitering men att ändringar behöver göras i det existerande materialet. Studiens resultat indikerar att 14 antal ord och 11 antal bilder inte fungerar för elicitering. Föreslagna ändringar är att 11 ord byts ut, tretas bort och 10 läggs till. Ytterligare föreslås att 10 bilder byts ut. / The aim of this present study was to create a word list and select appropriate pictures that can be used in a picture naming test to assess phonological abilities in Finnish speaking children.Further this study investigates whether the selected target words are present in the expressive vocabulary of Finnish speaking children aged 3-5 years and if they can be elicited with the chosen pictures. Suggestions for further improvement of the material are discussed. The wordlist includes 80 words that were chosen according to criteria for a phonological assessment material presented by Bérubé and Stemberger (2010) and enables a non-linear analysis. In the created material all phonemes in the Finnish language are represented with few exceptions regardingmarginal phonemes. Many different diphthongs, consonant sequences and other syllable and word structures are also included. The participants in this study consisted of 24 Finnish speaking children aged between 3-5 years. The children were divided into two age groups to enable comparisons between younger (3;0-3;11 years) and older (4;0-4;9 years) children. The children's answers were categorized according to the type of prompting or elicitation strategies that were needed to elicit the target word. These categories were spontaneous production, semantic prompting, phonological prompting, alternatives, imitation, and unproduced words.Significantly more words were elicited by spontaneous production among the older children than the younger children. In the younger group, significantly more words were elicited by semantic prompting, alternatives, and imitation. The number of unproduced words were significantly higher in the younger group. No significant differences were found for the remaining categories. Production of unexpected inflectional forms and other variations were also noted. The result indicates that a large amount of the target words was present in the older group's expressive vocabulary compared to the younger group. Conclusions of this study are that most of the selected words and pictures are appropriate in picture naming context, but that some alterations to the existing material are needed since 14 words and 11 pictures cannot be elicited to asufficient extent. Suggested alterations are that 11 words are exchanged, three removed, and tenadded, to improve the existing wordlist. A further suggestion is that ten pictures are exchanged.

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The thesis on "Development and transformation of Czech kindergartens between 1990 and 2012" maps and analyzes proposals for change and the actual changes that have taken place over 22 years in pre-school education. Czech kindergarten passed in the period changes in several areas. In legislation were an important milestone edition of the Education Act (2004) and the framework education programme for pre-school education (2004). After 1990 there was a change of philosophy of viewing a child and its development - a personality-oriented model of pre-school education began to be applied. Transformed were the objectives for pre-school education and training and also the curriculum changed. The questionnaire survey in the practical part of this thesis investigates the view of kindergarten teachers to changes in pre-school practice in the period. The respondents perceive the change, especially in larger freedom in the planning and implementation of educational activities and the emphasis on child development. Teachers endorse the better equipped schools and a wide range of training possibilities for teachers. Conversely, teachers negatively value high class occupancy and financial evaluation of teachers.

O fenômeno da fragilização dos papéis parentais, presente na família contemporânea, está relacionado a dificuldades que os pais possuem em educar seus filhos, na atualidade, devido à insegurança e dúvidas quanto ao posicionamento que devem assumir perante os mesmos. Frente o exposto acima, esta dissertação teve como objetivo compreender a correlação entre pais que apresentavam características da fragilização dos papéis parentais com o aparecimento de comportamentos freqüentes de agressividade, teimosia e/ou agitação em crianças de dois a cinco anos de idade, num ambiente escolar. Partimos da hipótese de que crianças que estivessem manifestando estes comportamentos na escola, diante do professor, pudessem estar revelando, como num sintoma, um posicionamento enfraquecido de autoridade de seus pais. Utilizamos uma metodologia de pesquisa de campo, de delineamento de estudo de caso-controle, através da comparação entre grupos com uma abordagem qualitativa. Visamos o contato com este fenômeno pela escola. Foram realizadas observações de crianças e entrevistas semi-estruturadas com os professores e pais, contando com roteiros de entrevista previamente desenvolvidos. Finalmente, uma observação de interação lúdica dos pais com seus filhos. O material coletado foi analisado, em cada família, através de quatro categorias de análise, tendo-se como referencial teórico a psicanálise, em especial, Freud e Winnicott; bem como, a construção teórica sócio-cultural, histórica e psicológica a respeito do fenômeno em questão. Verificamos que a presença da fragilização dos papéis parentais está relacionada aos pais cujos filhos manifestavam comportamentos freqüentes de agressividade, teimosia e/ou agitação na escola. Este fenômeno sofre influências de fatores e valores contemporâneos, contudo tais influências somente são capazes de gerar conflitos quando articuladas a dificuldades nas dinâmicas do casal conjugal e parental, favorecendo, desta forma, falta de coerência e consistência no relacionamento dos pais entre si e, conseqüentemente, destes com os filhos. / The phenomenon of the Weakening of parental role, in contemporary family, nowadays, is related to difficulties that parents have in educating their children, which is due to insecurity and doubts about the position that they should assume before their children. Facing that, this dissertation aimed to understand the correlation between parents who showed characteristics of the weakening of parental role and the frequent emergence of aggressive behaviors, stubbornness and/or agitation in children from two to five years old, in a school environment. We hypothesized that the children who were expressing these behaviors at school before the teacher could be revealing, as a symptom, a weakened position of their parents authority. We used a methodology of field work, the design study of \'case-control\', through the comparison among groups with a qualitative approach. We intended the contact with this phenomenon through school. Children were observed as well as parents and teachers were interviewed with routed interviews previously developed. Finally, it was observed the playful interaction of parents and their children. The material collected was analyzed in each family, in four categories of analysis, with a theoretical reference of the psychoanalysis, particularly, Freud and Winnicott, as well as the socio-cultural, historical and psychological theoretical construct about the phenomenon. We note that the presence of the \'weakening of parental roles\' is related to parents whose children demonstrated frequent aggressive behavior, stubbornness and/or agitation in school. This phenomenon is subjected to influences of contemporary aspects and values, although those influences are only able to generate conflicts when articulated with the difficulties in the dynamics of marital and parental couple, favoring for this, the lack of coherence and consistency of parents in their own relationship and consequently, with their children.

This diploma thesis deals with the possibilities of prediction of specific learning disabilities among children of preschool age. The thesis is divided into two consequent parts a theoretical part and a practical part. In the theoretical part I focus mainly on the etiology and the diagnosis of specific learning disabilities. The thesis focuses mainly on given examples of a few predictive batteries from Czech and even foreign authors. The practical part contains results of a research survey where are the data I collected through predictive battery of British authors: Nicolson and Fawcett: The Dyslexia Early Screening Test. The main objective of the diploma thesis was to find out the possibility of using this test by pedagogical workers at pre-schools in order to avoid specific learning disabilities. For the research, the quantitative research method was used.