This thesis examines how very young children (1-3 years) organize participation during naptime, a recurrent activity of everyday life in preschools. Focus is on how these children practice their social and cultural understandings of the local order and thus establish various local orders as part of how they shape their peer cultures and the routines of the naptime. An ethnomethodological and conversation analytic (EM/CA) perspective is used to explore the organisation of the local orders oriented to by the children in their participation during naptime. A special interest is directed at how small children use embodied actions and various semiotic resources as they actively take part in this preschool routine. The data, collected during fieldwork with participant observations, consist of video recordings and field notes. The recordings are analysed using EM/CA methods, including detailed attention to embodied features of interaction along with spatial and material arrangements. Transcriptions of interaction comprise representations of both verbal and visual aspects, e.g. gestures, gaze and movement through the room. The study shows that naptime involves more than sleep. It is demonstrated how very young children, through interaction with each other and the pedagogues, are active agents in sustaining, creating, re-creating and challenging the local orders of naptime. Through embodied actions and the use of various semiotic resources, the children are able to create time and space for their own peer cultures within this institutional routine. Overall, the study sheds light on the sophisticated ways in which very young children use their knowledge of cultural and institutional routines – the spatial organisation of sleep mattresses, artefacts (e.g. blankets, pacifiers and soft toys) and the sequential structures of the naptime – to constitute spaces for play and joyful interaction with peers and pedagogues. In spite of their sometimes limited vocal language, these very young children are able to use a variety of semiotic resources to constitute their own social life within naptime, often through secondary adjustments to institutional and adult structured order.

The thesis aimed at finding out whether parents of toddlers with delayed psychomotor development undergoing curative spa stays administer food supplements, their reasons for administering them and what kinds and how often food supplements are administered. Eating habits of these children were looked into as well. Children with polio and central infantile hypotonic syndrome took part in the research. Quantitative research method using an anonymous questionnaire was employed for data collection. Altogether, there were 50 respondents. The results showed that 72 % (n=36) of parents already administered their children food supplements at such an early age. The most frequent motive for this was to strengthen the immune system. Vitamin supplements counted among the most frequently administered supplements in the sample. Furthermore, the research showed that not even the food composition of children in the sample was ideal. The results proved that it is highly desirable to pursue nutrition education of parents of children with neurological handicaps and chiefly also assure higher awareness of food supplements. Key words: dietary supplements, nutrition, toddler period, delayed psychomotor development, vitamins, cerebral palsy

Text in Afrikaans / The focus of this qualitative study was the perceptions of parents regarding their toddlers' regressive behaviour. For the purposes of this study the term perceptions relates to both the impressions in a persons' consciousness as well as the result thereof. The researcher compiled a conceptual framework from the existing literature and then carried out the empirical study. A focus group of four parents' whose toddler or toddlers showed regressive behavior at the time of the study was compiled. A focusgroup discussion was held where the parents described their perceptions of their toddlers' regressive behaviour. The focus group discussion was recorded both by video camera as well as a digital recorder with the consent of all focus group participants, after which it was transcribed. Recurring themes were identified from the transcribed data and verified with literature. Qualitative data were obtained that answered the research question. / Social work / M.Diac.

Made available in DSpace on 2016-06-02T20:19:16Z (GMT). No. of bitstreams: 1 3801.pdf: 2393513 bytes, checksum: 23e901485825fe7f739e95312031d270 (MD5) Previous issue date: 2011-07-07 / Universidade Federal de Sao Carlos / ABSTRACT The acquisition of independent walking is an important motor milestone and can be considered the greatest biomechanical challenge in infanthood. In the first 5-6 months of independent walking, important transitions appear in all gait parameters. One aspect to take notice is the high level of variability during this acquisition process. Based on these characteristics, this work contributed to better understand the acquisition process of independent walking according to biomechanical variables. A longitudinal study was conducted with three different assessments along a threemonth period. Kinetic and kinematic variables were analyzed. Ten toddlers of 13 months without any neuromuscular disorders participated in this study. The project was approved by the Sao Carlos University Ethics Committee (Number 013/2010). The toddlers were encouraged to walk freely on a 5 meter walkway, keeping natural speed. The Study I verified the variability in the Ground Reaction Forces (GRF) during the assessments. The Friedman s ANOVA did not reveal significant differences in the discrete variables, despite the reduction in the Coefficient of Variation (CV) of the vertical and horizontal components of the GRF. The Study II verified changes in kinematic variables, using spatio-temporal parameters and knee, ankle and hip joint angles. Once again no significant differences were found, however toddlers showed speed and cadence improvements and also reduction in the double support time and stride duration. Moreover, there was an increase in the first wave of the knee flexion. The gait experience acquired during the first threemonths of independent walking to these children was not enough to cause significant changes in the biomechanical variables studied here. However, the progressive reduction in the CV between assessments and the changes in some spatio-temporal parameters suggest progressive gait maturation. / A aquisição da marcha independente é um importante marco desenvolvimental e considerada o maior desafio biomecânico a ser vencido pela criança. Nos primeiros 5-6 meses do andar independente, rápidas mudanças acontecem em todos os parâmetros da marcha. Um aspecto que se destaca é o grau de variabilidade apresentado pelo padrão de marcha nessa fase, característico do processo de aquisição. Baseado nessas características, o trabalho apresentado teve como objetivo principal compreender o processo de aquisição e desenvolvimento do andar independente através de variáveis biomecânicas. Foi realizado um estudo de caráter longitudinal e as variáveis analisadas foram agrupadas em cinéticas e cinemáticas. Foram realizadas três avaliações durante o período de três meses. Dez crianças sem nenhum comprometimento neuro-músculo-esquelético com idade cronológica de 13 meses na primeira avaliação participaram do estudo. O projeto foi aprovado e protocolado pelo Comitê de Ética da Universidade Federal de São Carlos (N°013/2010). As crianças foram encorajadas a camin har uma distância de cinco metros em velocidade auto-selecionada. O Estudo I teve como objetivo verificar a variabilidade das forças de reação do solo (FRS) durante as avaliações. Não foram evidenciadas diferenças significativas nas variáveis discretas, porém, houve redução no coeficiente de variabilidade das componentes vertical e horizontal de reação do solo com o aumento da experiência do andar. O Estudo II verificou mudanças no comportamento de variáveis cinemáticas. Foram estudados parâmetros espaçotemporais e ângulos articulares do tornozelo, joelho e quadril. Novamente, não foram encontradas diferenças significativas entre as três avaliações feitas em intervalos de um mês, entretanto as crianças aumentaram qualitativamente a velocidade e a cadência com o aumento da experiência do andar e diminuíram o tempo de apoio duplo e a duração da passada. Além disso, houve aumento no primeiro pico de flexão do joelho na fase de apoio durante as avalições. A experiência adquirida ao longo de três meses na marcha pelas crianças deste trabalho não foi suficiente para provocar mudanças nas variáveis biomecânicas estudadas. Porém, a redução gradual dos coeficientes de variação entre as avaliações e as mudanças nos parâmetros espaço-temporais sugerem maturação progressiva da marcha.

This master thesis focuses on the home video training in families with children with autism spectrum disorders in the toddler period. Its aim is to summarize knowledge and new findings from the crucial areas and to describe the utilization of this method. The theoretical part of the thesis deals in detail with the method of home video training. It is also focused on autism spectrum disorders, especially on their typical manifestation in the toddler period. The specifics of families with children with this disorder are described. Current information from the area of use in these families is also mentioned. The empirical part of the thesis contains a presentation of a study based on the four case studies. It approaches the use of method video home training in families with children with autism spectrum disorders.

PhD (English) / Department of English / Language, in general, has always been evolving and dynamic; the same can be said of the English language. Spontaneously, but not unexpected though, since the beginning of this 21st century which saw the introduction of the internet, there have been noteworthy manifestations in the structure and use of varied forms of the English language on social media. This study aimed at exploring, describing and explaining the linguistic features associated with the new communicative order – social media – and their communicative functions, vis-à-vis their impact on Ghanaian university students’ acquisition of academic literacy. To do this, the study adopted a qualitative method and an ethnographic approach in understanding the netnographic realities on social media. In addition, the sociocultural theory and the theory of error analysis served as the philosophical underpinnings which guided the research. Participants of the study (largely undergraduate students) were drawn from two universities in Ghana – the University of Ghana, and Valley View University. The total sample size was one hundred and eighty eight (188). It was found that frequent and prolonged use of social media discourse does impact negatively on the academic literacy of students. The findings also indicate that social media use overtime becomes addictive and this directly results in limited time span and low attention span of students. Again, the study found that over engagement on social media discourse leads to a general breakdown in both sentence and discourse structure of academic writing resulting into uncontrolled deviant spellings, omission and misuse of punctuation marks and capitalisation, as well as a high level of colloquialism. Despite these negative influences, it was found that there are some positive potentials of social media that can be harnessed to support academic literacy. The study, thus, recommends that the affordances of social media communication should be retooled to support the teaching and learning of academic literacy.

Peter Hiermann: Beschreibung und Evaluation eines niedrigschwelligen Beratungsangebotes für Eltern mit Säuglingen und Kleinkindern an der Universitätskinderklinik Leipzig Universität Leipzig, Publikationsdissertation. Textteil 44 Seiten, einschließlich 3 publizierter Manuskripte und 26 Literaturstellen Regulationsstörungen in den ersten drei Lebensjahren betreffen bis zu einem Fünftel aller Familien mit Säuglingen und Kleinkindern. Es handelt sich um Schwierigkeiten in der Schlaf-Wach-Regulation, chronische Unruhe des Säuglings von Geburt an sowie Fütterinteraktionsstörungen oder exzessives Trotzen in späteren Entwicklungsphasen. Charakteristisch ist die Ansiedlung der Problematik in der Eltern-Kind-Beziehung und der alltäglichen Interaktion, die damit Gegenstand von Diagnostik, Beratung und Therapie ist. Die vorliegende kumulative Dissertation hat sich aus der wissenschaftlichen Auseinandersetzung mit der Thematik im Rahmen der Arbeit in der Leipziger „Schreisprechstunde“ der Universitätskinderklinik entwickelt. Im ersten Artikel werden Regulationsstörungen definiert und in ihren Auswirkungen auf Kind und Eltern beschrieben. Im Mittelpunkt steht der interaktionszentrierte Ansatz, der entsprechende Empfehlungen für Diagnostik und Therapie impliziert. Die zweite, zentrale Publikation beschreibt einen zweijährigen Beratungszeitraum, der Daten von 153 Familien einschließt. Neben körperlichem Untersuchungsstatus und ausführlicher Anamnese wurden detailliert Verlauf und Ergebnis der Beratung erfasst. So unterteilt sich die Stichprobe in ca. zwei Drittel Fälle mit unkomplizierten, kurzen Verläufen und etwa einem Fünftel von Fällen, die durch schwierige Verläufe und geringe Beratungserfolge gekennzeichnet sind. Ein Zusammenhang zu Hochrisikokonstellationen in den Familien ist hier festzustellen und wird im Anschluss diskutiert. Der dritte Artikel beleuchtet in Form einer Fallvignette einen Detailausschnitt aus der Beratungsarbeit: Thema sind Teenager-Schwangerschaften, deren Risiken und mögliche Hilfen. In einer Literaturrecherche wird zunächst der aktuelle wissenschaftliche Stand zu diesem Komplex dargestellt. Es folgt eine umfassende Beschreibung der betroffenen Familie mit ausführlichen Interviewtransskriptionen und einer abschließenden Diskussion und Benennung von Empfehlungen für den Umgang mit der genannten Risikokonstellation.

The purpose of this study is to contribute knowledge about how educators work with toddlers’ social interaction in interaction situations. The study is based on qualitative research where the methods interview, and observation have been used. The theoretical perspective on which the study is based is the socio-cultural perspective. Six toddlers and four educators have been observed, afterwards the four educators have also been interviewed, with the observations as starting point. The purpose of the interviews was to examine educators’ actions in the observations but also to ask general questions about toddlers in order to gain a deeper understanding of the educator’s knowledge about toddlers. To analyze the empirical data, an interaction analysis has been used as a starting point. In the analysis, it has emerged that educators daily use strategies to support toddlers with the social interaction. However, more development Is needs among educators how to concretely work with toddlers and educators need to become more aware of when and how the different strategies should be used. It has also emerged that toddlers use different type of access strategies in interaction situations to connect. / Syftet med denna studie är att bidra med kunskap om hur pedagoger arbetar med toddlarnas sociala samspel i samspelssituationer utomhus. Även att bidra med kunskap om olika tillträdesstrategier som toddlare använder i samspelssituationer. Studien bygger på kvalitativ forskningsansats där metoderna observation och intervju har använts. Det teoretiska perspektiv som ligger till grund för studien är det sociokulturella perspektivet. Sex toddlare och fyra pedagoger har observerats, i efterhand har de fyra pedagogerna även intervjuats, med observationerna som utgångspunkt.Intervjuernas syfte var att undersöka pedagogers ageranden i observationerna men också att ställa generella frågor om toddlare för att få djupare förståelse för pedagogernas kunskaper om toddlares sociala samspel. För att analysera empirin har en interaktionsanalys använts som utgångspunkt. I analysen har det framkommit att pedagoger dagligen använder strategier för att stötta toddlare i det sociala samspelet. Resultatet i studien visar också att mer utveckling behövs bland pedagoger, dels hur man konkret kan arbeta med toddlare, och att det behövs större medvetenhet om när och hur de olika strategierna ska användas. Det har även framkommit att toddlare använder sig av olika slags tillträdesstrategier i samspelssituationer för att ansluta.

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)

Streptococcus pneumoniae is a significant cause of mortality and morbidity in both children and older adults, with infection resulting in invasive disease, pneumonia and otitis media. The inclusion of pneumococcal conjugate vaccines in routine infant immunisation programmes has had a major impact on disease rates. Vaccine-induced protection against pneumococcal infection is thought to be mediated by the generation of persistent serotype-specific functional antibodies and antigen-specific memory B cells, the latter capable of generating a rapid secondary antibody response on re-exposure to antigen. Although many studies have investigated the immunogenicity of pneumococcal vaccines in different age groups by measuring serotype-specific antibodies, there is more limited information about the B cells underlying such an immune response. Important areas to investigate include the identity of the B cell subsets involved in antibody production and the potential link between memory B cells (B_MEM) and persistent antibody production by long-lived plasma cells. In this thesis I have investigated in detail the immune response to pneumococcal vaccines given to children and adults by a variety of different methods. By examining the variability of a B_MEM ELISpot method, it was shown that this assay is robust and reproducible and can be performed on fresh or frozen samples and in different laboratories. Using this technique, in a study of pre-school children, it was demonstrated for the first time that the level of pre-existing serotype 3-specific antibody is negatively correlated with, and may directly impair the B_MEM response to a booster dose of 13-valent pneumococcal conjugate vaccine (PCV-13) containing serotype 3 glycoconjugate. In the same study, it was shown that antibody persistence against most vaccine serotypes can be expected until the age of 3.5 years. A novel antigen-labelling technique was used in a detailed kinetics study of antigen-specific B cell subsets in response to either PCV-13 or 23-valent pneumococcal polysaccharide vaccine in adults. The results of this study revealed distinct B cell subset response patterns that were observed in all study participants indicating that IgM B_MEM seem to play a major role in the immune response to pneumococcal vaccines. In addition, in the same study, genome wide analysis of gene expression was performed and it was shown that vaccination with either a pneumococcal conjugate or polysaccharide vaccine results in a marked difference in numbers of differentially expressed genes 8 days following vaccination. A further tool likely to be of use in investigating B cell responses is the analysis of the antibody repertoire using next-generation sequencing techniques. In order to test the ability of these methods to detect vaccine responses, a large dataset of high-throughput B cell receptor sequences was analysed and revealed convergence of antigen-specific complementary-determining region (CDR)₃ amino acid (AA) sequences following vaccination and identified antigen-specific sequences. It was further demonstrated that for sequences directed against the H. influenzae type b (Hib) polysaccharide, diversity of immunoglobulin gene rearrangements is much greater than previously recognised. Frequencies of Hib-specific CDR₃ AA sequences were linked with anti-Hib avidity indices highlighting the potential of this method as an alternative (functional) measure of vaccine immunogenicity. These data suggest that studying the B cells and antibody repertoire post-vaccination can give novel insights into the biology that underlies the immune responses.