subject:(Child preschool)

University of Alberta

1. Shewring,TaniaT. How Do Educators and Perceptions of Role and Policies Influence Healthy Eating-Active Living Environments for Preschool Children in Child Care.

Degree: MS, Department of Agricultural, Food, and Nutritional Science, 2016, University of Alberta

URL: https://era.library.ualberta.ca/files/c2b88qc404

► The number of preschool children (ages 2-5 years) in child care in Canada has been increasing for the last 15 years. The preschool years represent… (more)

▼ The number of preschool children (ages 2-5 years) in child care in Canada has been increasing for the last 15 years. The preschool years represent an optimal phase for growth and development, so establishing healthy eating and physical activity behaviours is important. Child care educators have a unique opportunity to influence, promote and support the development of these healthy lifestyle behaviours. An exploratory focused ethnography case study design was used to understand the perceptions and influence child care educators have regarding their role in promoting healthy eating and physical activity to preschool children in child care centres, including their knowledge of the Alberta Nutrition Guidelines for Children and Youth (ANGCY). Three child care centres in the Edmonton, Alberta area were chosen (1 high performing case and 2 reference cases). Data were collected through direct observation of meal and play times, key informant interviews, and researcher recorded field notes. Data analysis was guided by the principles of ethnography through coding, categorizing and identifying common themes. Overall, findings indicated not all child care educators were aware of the ANGCY. However, child care educators understood the importance of role modeling behaviours and the promotion of a healthy environment for the preschool children in their care. Furthermore, results indicated child care educator behaviours and caregiving styles have an important role in shaping the healthy environment and children`s eating behaviours. These findings address gaps in the literature for establishing the influence and the role child care educators have on creating healthy eating and active living environments for preschool children in child care. These findings also address the need for other means of knowledge translation regarding the ANGCY to optimize awareness and uptake, and indicate new resources and training for child care educators that may be required. Finally, these data will inform Alberta Health Services on further development of healthy lifestyle policy intervention and evaluation within child care centres.

Subjects/Keywords: Child Care; Healthy Environments; Preschool Children

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APA (6^th Edition):

Shewring,TaniaT. (2016). How Do Educators and Perceptions of Role and Policies Influence Healthy Eating-Active Living Environments for Preschool Children in Child Care. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c2b88qc404

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Shewring,TaniaT. “How Do Educators and Perceptions of Role and Policies Influence Healthy Eating-Active Living Environments for Preschool Children in Child Care.” 2016. Masters Thesis, University of Alberta. Accessed January 22, 2021. https://era.library.ualberta.ca/files/c2b88qc404.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Shewring,TaniaT. “How Do Educators and Perceptions of Role and Policies Influence Healthy Eating-Active Living Environments for Preschool Children in Child Care.” 2016. Web. 22 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Shewring,TaniaT. How Do Educators and Perceptions of Role and Policies Influence Healthy Eating-Active Living Environments for Preschool Children in Child Care. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2021 Jan 22]. Available from: https://era.library.ualberta.ca/files/c2b88qc404.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Shewring,TaniaT. How Do Educators and Perceptions of Role and Policies Influence Healthy Eating-Active Living Environments for Preschool Children in Child Care. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c2b88qc404

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Georgia

2. Yu, Dian. Mother-child verbal communication and self-regulation in four-year-olds.

Degree: 2018, University of Georgia

URL: http://hdl.handle.net/10724/37243

► This study aims to explore the association between the pragmatic function of maternal verbal communication (i.e., message) and their 4-year-olds’ self-regulation and the moderation effect… (more)

Subjects/Keywords: self-regulation; preschool; mother-child communication

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APA (6^th Edition):

Yu, D. (2018). Mother-child verbal communication and self-regulation in four-year-olds. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37243

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yu, Dian. “Mother-child verbal communication and self-regulation in four-year-olds.” 2018. Thesis, University of Georgia. Accessed January 22, 2021. http://hdl.handle.net/10724/37243.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yu, Dian. “Mother-child verbal communication and self-regulation in four-year-olds.” 2018. Web. 22 Jan 2021.

Vancouver:

Yu D. Mother-child verbal communication and self-regulation in four-year-olds. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10724/37243.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu D. Mother-child verbal communication and self-regulation in four-year-olds. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37243

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

3. Newman, Katherine Mackay. Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms.

Degree: PhD, Learning, Teaching and Diversity, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/12311

► This dissertation study examined teacher and child verbal behaviors during guided play sessions that were designed to increase preschool children’s knowledge of target vocabulary. Classroom… (more)

Subjects/Keywords: preschool; vocabulary; guided play; child engagement

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APA (6^th Edition):

Newman, K. M. (2019). Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12311

Chicago Manual of Style (16^th Edition):

Newman, Katherine Mackay. “Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed January 22, 2021. http://hdl.handle.net/1803/12311.

MLA Handbook (7^th Edition):

Newman, Katherine Mackay. “Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms.” 2019. Web. 22 Jan 2021.

Vancouver:

Newman KM. Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1803/12311.

Council of Science Editors:

Newman KM. Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12311

Queensland University of Technology

4. Giesenberg, Anna. The phenomenon of preschool children's spirituality.

Degree: 2007, Queensland University of Technology

URL: https://eprints.qut.edu.au/16519/

► Spirituality is discussed as seen in literature from the disciplines of psychology, religion, education, nursing, politics and philosophy. Special emphasis is placed on how spirituality… (more)

Subjects/Keywords: preschool; child spirituality

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APA (6^th Edition):

Giesenberg, A. (2007). The phenomenon of preschool children's spirituality. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16519/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Giesenberg, Anna. “The phenomenon of preschool children's spirituality.” 2007. Thesis, Queensland University of Technology. Accessed January 22, 2021. https://eprints.qut.edu.au/16519/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Giesenberg, Anna. “The phenomenon of preschool children's spirituality.” 2007. Web. 22 Jan 2021.

Vancouver:

Giesenberg A. The phenomenon of preschool children's spirituality. [Internet] [Thesis]. Queensland University of Technology; 2007. [cited 2021 Jan 22]. Available from: https://eprints.qut.edu.au/16519/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Giesenberg A. The phenomenon of preschool children's spirituality. [Thesis]. Queensland University of Technology; 2007. Available from: https://eprints.qut.edu.au/16519/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nottingham

5. Cockburn, Elaine. Can children create mind maps as planning tools for writing?.

Degree: PhD, 2011, University of Nottingham

URL: http://eprints.nottingham.ac.uk/29652/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546576

► This thesis reports an investigation into primary-aged children's ability to learn how to construct mind maps and use these as a tool to support thinking… (more)

Subjects/Keywords: 370.15; LB1101 Child study. Preschool education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cockburn, E. (2011). Can children create mind maps as planning tools for writing?. (Doctoral Dissertation). University of Nottingham. Retrieved from http://eprints.nottingham.ac.uk/29652/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546576

Chicago Manual of Style (16^th Edition):

Cockburn, Elaine. “Can children create mind maps as planning tools for writing?.” 2011. Doctoral Dissertation, University of Nottingham. Accessed January 22, 2021. http://eprints.nottingham.ac.uk/29652/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546576.

MLA Handbook (7^th Edition):

Cockburn, Elaine. “Can children create mind maps as planning tools for writing?.” 2011. Web. 22 Jan 2021.

Vancouver:

Cockburn E. Can children create mind maps as planning tools for writing?. [Internet] [Doctoral dissertation]. University of Nottingham; 2011. [cited 2021 Jan 22]. Available from: http://eprints.nottingham.ac.uk/29652/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546576.

Council of Science Editors:

Cockburn E. Can children create mind maps as planning tools for writing?. [Doctoral Dissertation]. University of Nottingham; 2011. Available from: http://eprints.nottingham.ac.uk/29652/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546576

University of Hawaii – Manoa

6. Chapman de Sousa, Elizabeth Brook. Instructional conversations with preschool children.

Degree: 2016, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/100679

►

Ph.D. University of Hawaii at Manoa 2013.

Although challenging to enact well, conversations between preschool educators and small groups of children have been found to… (more)

Subjects/Keywords: adult-child interactions; sociocultural theory; preschool instruction

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APA (6^th Edition):

Chapman de Sousa, E. B. (2016). Instructional conversations with preschool children. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chapman de Sousa, Elizabeth Brook. “Instructional conversations with preschool children.” 2016. Thesis, University of Hawaii – Manoa. Accessed January 22, 2021. http://hdl.handle.net/10125/100679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chapman de Sousa, Elizabeth Brook. “Instructional conversations with preschool children.” 2016. Web. 22 Jan 2021.

Vancouver:

Chapman de Sousa EB. Instructional conversations with preschool children. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10125/100679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chapman de Sousa EB. Instructional conversations with preschool children. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

7. Hebert, Leah Kathrine. Investigating children's social support systems: comparison of interviews and interviews with pictures.

Degree: MS, Human Ecology, 2012, Louisiana State University

URL: etd-04242012-162525 ; https://digitalcommons.lsu.edu/gradschool_theses/1527

► The present research study seeks to improve upon prior research on child social supports by using an already existing eco-map protocol to inform two… (more)

Subjects/Keywords: Children; Child Development; Preschool Children; Social Supports

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APA (6^th Edition):

Hebert, L. K. (2012). Investigating children's social support systems: comparison of interviews and interviews with pictures. (Masters Thesis). Louisiana State University. Retrieved from etd-04242012-162525 ; https://digitalcommons.lsu.edu/gradschool_theses/1527

Chicago Manual of Style (16^th Edition):

Hebert, Leah Kathrine. “Investigating children's social support systems: comparison of interviews and interviews with pictures.” 2012. Masters Thesis, Louisiana State University. Accessed January 22, 2021. etd-04242012-162525 ; https://digitalcommons.lsu.edu/gradschool_theses/1527.

MLA Handbook (7^th Edition):

Hebert, Leah Kathrine. “Investigating children's social support systems: comparison of interviews and interviews with pictures.” 2012. Web. 22 Jan 2021.

Vancouver:

Hebert LK. Investigating children's social support systems: comparison of interviews and interviews with pictures. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2021 Jan 22]. Available from: etd-04242012-162525 ; https://digitalcommons.lsu.edu/gradschool_theses/1527.

Council of Science Editors:

Hebert LK. Investigating children's social support systems: comparison of interviews and interviews with pictures. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-04242012-162525 ; https://digitalcommons.lsu.edu/gradschool_theses/1527

University of Georgia

8. Yu, Dian. Mother-child verbal communication and self-regulation in four-year-olds.

Degree: 2018, University of Georgia

URL: http://hdl.handle.net/10724/37086

► This study aims to explore the association between the pragmatic function of maternal verbal communication (i.e., message) and their 4-year-olds’ self-regulation and the moderation effect… (more)

Subjects/Keywords: self-regulation; preschool; mother-child communication

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yu, D. (2018). Mother-child verbal communication and self-regulation in four-year-olds. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yu, Dian. “Mother-child verbal communication and self-regulation in four-year-olds.” 2018. Thesis, University of Georgia. Accessed January 22, 2021. http://hdl.handle.net/10724/37086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yu, Dian. “Mother-child verbal communication and self-regulation in four-year-olds.” 2018. Web. 22 Jan 2021.

Vancouver:

Yu D. Mother-child verbal communication and self-regulation in four-year-olds. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10724/37086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu D. Mother-child verbal communication and self-regulation in four-year-olds. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Hofmeijer, Anna-Karin. JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?.

Degree: Health and Education, 2013, University of Skövde

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8563

►

Studien behandlar begreppet det kompetenta barnet och dess komplexitet. Denerfarenhet vi har genom att vara verksamma i förskolan innebär att vi uppleverbegreppet används utan… (more)

▼

Studien behandlar begreppet det kompetenta barnet och dess komplexitet. Denerfarenhet vi har genom att vara verksamma i förskolan innebär att vi uppleverbegreppet används utan någon större eftertanke eller notis av dess betydelse. Syfte medstudien är att förklara och förstå innebörden av begreppet det kompetenta barnet iförskolan. Studiens litteraturgenomgång berör aktuell forskning inom området,begreppet det kompetenta barnet och barnsyn. Datainsamlingen som ligger till grund förstudien består av åtta kvalitativa intervjuer med förskollärare och genomfördes med stödav fenomenografin. Resultatet visar att förskollärarna förklarar begreppet, detkompetenta barnet utifrån tre olika kategorier. Dessa tre kategorier är; det kompetentabarnet genom färdigheter och självständiga handlingar, det kompetenta barnet sommöjliggörs genom miljön samt det kompetenta barnet förklaras genom inneboende viljaoch drivkraft. Resultatet visar även hur det kompetenta barnet kommer till uttryck iförskolans verksamhet; Barnet som kompetent genom förskollärarens syn på barnetsamt barnet som kompetent genom hur förskollärare uppfattar sin egen yrkesroll. Idiskussionsdelen diskuteras hur begreppet det kompetenta barnet beskrivs avförskollärare och hur det kompetenta barnet kommer till uttryck i förskolansverksamhet.

The study focuses on the complexity of the concept the competent child. From ourexperience of working in preschool we have been aware of the fact that this concept isbeing used without any further consideration or observance of its true meaning. Thepurpose of this study is to explain and understand the signification of the concept thecompetent child in preschool. The literature on which the study is based concernscurrent research within the field, the competent child and outlook on children. Thecollections of data that the study is based on contains of eight qualitative interviewswith preschool teachers were made supported by phenomenography. The result showsthat preschool teachers explain the concept, the competent child by three categories.These three categories are; the competent child through skills and independent actions,the competent child who is made possible through the environment and the competentchild being explained through inborn will and driving force. The result also shows howthe competent child is expressed in the daily activities in preschool. The child ascompetent through the preschool teacher`s outlook on children and the child ascompetent through the way, in which the preschool teacher perceive her/his ownprofessional role. In the discussion part, the way preschool teachers explain the conceptthe competent child, is being discussed and how the competent child is expressed in thedaily activities in preschool.

Subjects/Keywords: Competent; preschool; child; preschool teacher; child perspective.; Det kompetenta barnet; barnsyn; förskollärare; förskolan.

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APA (6^th Edition):

Hofmeijer, A. (2013). JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hofmeijer, Anna-Karin. “JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?.” 2013. Thesis, University of Skövde. Accessed January 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hofmeijer, Anna-Karin. “JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?.” 2013. Web. 22 Jan 2021.

Vancouver:

Hofmeijer A. JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?. [Internet] [Thesis]. University of Skövde; 2013. [cited 2021 Jan 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hofmeijer A. JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?. [Thesis]. University of Skövde; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Casebolt, Linda M. Minimizing the pain intensity of preoperational children receiving an injection.

Degree: MS, 1987, Oregon Health Sciences University

URL: doi:10.6083/M4S75DGH ; http://digitalcommons.ohsu.edu/etd/2014

Subjects/Keywords: Child; Injections; Pain; Child, Preschool

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APA (6^th Edition):

Casebolt, L. M. (1987). Minimizing the pain intensity of preoperational children receiving an injection. (Thesis). Oregon Health Sciences University. Retrieved from doi:10.6083/M4S75DGH ; http://digitalcommons.ohsu.edu/etd/2014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Casebolt, Linda M. “Minimizing the pain intensity of preoperational children receiving an injection.” 1987. Thesis, Oregon Health Sciences University. Accessed January 22, 2021. doi:10.6083/M4S75DGH ; http://digitalcommons.ohsu.edu/etd/2014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Casebolt, Linda M. “Minimizing the pain intensity of preoperational children receiving an injection.” 1987. Web. 22 Jan 2021.

Vancouver:

Casebolt LM. Minimizing the pain intensity of preoperational children receiving an injection. [Internet] [Thesis]. Oregon Health Sciences University; 1987. [cited 2021 Jan 22]. Available from: doi:10.6083/M4S75DGH ; http://digitalcommons.ohsu.edu/etd/2014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casebolt LM. Minimizing the pain intensity of preoperational children receiving an injection. [Thesis]. Oregon Health Sciences University; 1987. Available from: doi:10.6083/M4S75DGH ; http://digitalcommons.ohsu.edu/etd/2014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas Southwestern Medical Center

11. Sudanagunta, Sindhu. Association of Basic Maternal Factors and Maternal Autonomy with Malnourishment among Children 6-36 Months Old in an Urban Slum in Bangalore, India.

Degree: 2016, University of Texas Southwestern Medical Center

URL: http://hdl.handle.net/2152.5/5302

►

Pages ii-iv are incorreclty numbered as pages iii-v.

BACKGROUND: Child malnutrition is a significant problem in many developing countries with much of the burden falling… (more)

▼

Pages ii-iv are incorreclty numbered as pages iii-v.

BACKGROUND: Child malnutrition is a significant problem in many developing countries with much of the burden falling on economically and historically underprivileged societies. Chronic undernutrition leads to decreased height for age (stunting) and contributes to reduced intellectual capacity, morbidity, and mortality. Acute undernutrition results in decreased weight for height (wasting) and can decrease a child's reserve for fighting illnesses and thriving. Recent attention on psychosocial dynamics has encouraged researchers to focus on maternal factors and its effect on child malnourishment. OBJECTIVE: Maternal autonomy - the freedom and ability to control the resources available to the mother to care for her child - are likely important factors influencing child health outcomes, especially in an economically disadvantaged, culturally segregated slum society. METHODS: To examine this relationship in an urban slum in Karnataka, India, a cross-sectional observational study was conducted on 199 mother-child dyads. Anthropometric measurements were collected from children between 6-36 months of age. A 34 question survey uncovering issues of basic maternal factors, decision-making abilities, and domestic violence was administered to the mothers. RESULTS: Stunting was present in 32% of children (7.5% were severely stunted) and wasting was present in 23% (6.5% were severely wasted). Logistic regression models were used to test association between maternal factors and risk of having stunted or wasted children. Number of people in the household and mother's education were significantly associated with stunting. This breakdown shows that both maternal education and more members in the household were independently protective against stunting. The only maternal autonomy factor significantly associated with stunting and wasting was her ability to decide on major household purchases. The correlation, however, is inverse between stunting and wasting. Mothers who were more autonomous in this scenario were more likely to have children who were wasted, but less likely to have children who were stunted. CONCLUSION: In the psychosocial context of an urban slum in Karnataka, India, maternal autonomy poses an interesting inverse relationship between stunting and wasting suggesting the need for more research on this topic.

Advisors/Committee Members: Baldridge, Courtney, Reisch, Joan, Niwagaba, Lillian.

Subjects/Keywords: Child Nutrition Disorders; Child, Preschool; India; Infant; Mothers; Personal Autonomy

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APA (6^th Edition):

Sudanagunta, S. (2016). Association of Basic Maternal Factors and Maternal Autonomy with Malnourishment among Children 6-36 Months Old in an Urban Slum in Bangalore, India. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/5302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sudanagunta, Sindhu. “Association of Basic Maternal Factors and Maternal Autonomy with Malnourishment among Children 6-36 Months Old in an Urban Slum in Bangalore, India.” 2016. Thesis, University of Texas Southwestern Medical Center. Accessed January 22, 2021. http://hdl.handle.net/2152.5/5302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sudanagunta, Sindhu. “Association of Basic Maternal Factors and Maternal Autonomy with Malnourishment among Children 6-36 Months Old in an Urban Slum in Bangalore, India.” 2016. Web. 22 Jan 2021.

Vancouver:

Sudanagunta S. Association of Basic Maternal Factors and Maternal Autonomy with Malnourishment among Children 6-36 Months Old in an Urban Slum in Bangalore, India. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2152.5/5302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sudanagunta S. Association of Basic Maternal Factors and Maternal Autonomy with Malnourishment among Children 6-36 Months Old in an Urban Slum in Bangalore, India. [Thesis]. University of Texas Southwestern Medical Center; 2016. Available from: http://hdl.handle.net/2152.5/5302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

12. Vellucci, Gayle Marie. Health beliefs of obese school age children .

Degree: 1981, University of Arizona

URL: http://hdl.handle.net/10150/627293

► This exploratory study investigated the cultural knowledge which informs the behaviors of obese school age females to adhere to restricted calorie diet plans. Ethnographic interviews… (more)

Subjects/Keywords: Child Behavior.; Obesity.; Child, Preschool.

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APA (6^th Edition):

Vellucci, G. M. (1981). Health beliefs of obese school age children . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/627293

Chicago Manual of Style (16^th Edition):

Vellucci, Gayle Marie. “Health beliefs of obese school age children .” 1981. Masters Thesis, University of Arizona. Accessed January 22, 2021. http://hdl.handle.net/10150/627293.

MLA Handbook (7^th Edition):

Vellucci, Gayle Marie. “Health beliefs of obese school age children .” 1981. Web. 22 Jan 2021.

Vancouver:

Vellucci GM. Health beliefs of obese school age children . [Internet] [Masters thesis]. University of Arizona; 1981. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10150/627293.

Council of Science Editors:

Vellucci GM. Health beliefs of obese school age children . [Masters Thesis]. University of Arizona; 1981. Available from: http://hdl.handle.net/10150/627293

13. Lindholm, Alexandra. Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet.

Degree: Teacher Education, 2020, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41159

► The purpose of our study is to examine preschool teachers’ and child minders’ perceptions about the education of preschool children and if the profession… (more)

Subjects/Keywords: Teaching; preschool; preschool teachers; child minders; phenomenography; perceptions; Pedagogical Work; Pedagogiskt arbete

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APA (6^th Edition):

Lindholm, A. (2020). Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41159

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindholm, Alexandra. “Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet.” 2020. Thesis, Södertörn University. Accessed January 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41159.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindholm, Alexandra. “Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet.” 2020. Web. 22 Jan 2021.

Vancouver:

Lindholm A. Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet. [Internet] [Thesis]. Södertörn University; 2020. [cited 2021 Jan 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41159.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindholm A. Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet. [Thesis]. Södertörn University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41159

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Karlstad University

14. Henriksson, Anna. Barnfattigdom ur ett förskollärarperspektiv : Förskollärares samtal om barnfattigdom.

Degree: Faculty of Arts and Social Sciences (starting 2013), 2013, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30222

►

This independent project is about child poverty from a preschool teacher perspective. The aim of the study is to examine how a team of… (more)

▼

This independent project is about child poverty from a preschool teacher perspective. The aim of the study is to examine how a team of preschool teachers converse about the concept of child poverty, and how they discuss their professional role, in relation to children who live in economic vulnerability. Questions of the study are: What image of the concept of child poverty appears in the preschool teachers’ conversations? How do the preschool teachers regard their room for manoeuvre and their social responsibility, in relation to children who live in economical vulnerability? The results of the study were gathered through the method of focus group and the results processed through a qualitative content analysis. Conclusions show that the representation of child poverty that appears in the preschool teachers’ conversation, indicates that it is an invisible phenomenon that is hard to define, and that it strongly connects to expected feelings of shame among children and parents. This representation is setting the frame of how the preschool teachers regard their room for manoeuvre and their social responsibility. Foremost they express difficulties in supporting the economically vulnerable children and their families in a way that is non demonstrative and in the same time retains a relation of confidence to the parents.

Detta examensarbete handlar om barnfattigdom ur ett förskollärarperspektiv. Syftet för studien är att undersöka hur ett arbetslag av förskollärare samtalar om begreppet barnfattigdom, och hur de diskuterar sin professionella roll, i relation till barn som lever i ekonomisk utsatthet. Studiens frågeställningar är: Vilken bild av begreppet barnfattigdom framträder i förskollärarnas samtal? Hur ser förskollärarna på sitt handlingsutrymme och sociala ansvar, i relation till barn som lever i ekonomisk utsatthet? Studiens resultat samlades in genom metoden fokusgrupp, och resultatet bearbetades genom en kvalitativ innehållsanalys. Slutsatserna visar att den bild av barnfattigdom, som framträder i förskollärarnas samtal, indikerar att det är ett svårdefinierat och osynligt fenomen, som starkt kopplas till förväntade skamkänslor hos barn och föräldrar. Denna bild sätter sedan ramarna för hur förskollärarna ser på sitt handlingsutrymme och sociala ansvar. Framförallt uttrycker de en svårighet i att kunna stödja de ekonomiskt utsatta barnen och deras familjer på ett sätt, som inte är utpekande och som samtidigt bevarar en förtroendefull relation till föräldrarna.

Subjects/Keywords: Child poverty; economic vulnerability; preschool; preschool teacher; focus group; Barnfattigdom; ekonomisk utsatthet; förskola; förskollärare; fokusgrupp

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APA (6^th Edition):

Henriksson, A. (2013). Barnfattigdom ur ett förskollärarperspektiv : Förskollärares samtal om barnfattigdom. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Henriksson, Anna. “Barnfattigdom ur ett förskollärarperspektiv : Förskollärares samtal om barnfattigdom.” 2013. Thesis, Karlstad University. Accessed January 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Henriksson, Anna. “Barnfattigdom ur ett förskollärarperspektiv : Förskollärares samtal om barnfattigdom.” 2013. Web. 22 Jan 2021.

Vancouver:

Henriksson A. Barnfattigdom ur ett förskollärarperspektiv : Förskollärares samtal om barnfattigdom. [Internet] [Thesis]. Karlstad University; 2013. [cited 2021 Jan 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Henriksson A. Barnfattigdom ur ett förskollärarperspektiv : Förskollärares samtal om barnfattigdom. [Thesis]. Karlstad University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

15. Oh, Ji Hyun. Understanding Preschool Teachers' Beliefs about Young Children's Outdoor Play.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2016, University of Florida

URL: https://ufdc.ufl.edu/UFE0050218

► The purpose of this study was to gain understanding of preschool teachers' beliefs about young children's outdoor play and to describe individual teachers' personal experiences… (more)

▼ The purpose of this study was to gain understanding of preschool teachers' beliefs about young children's outdoor play and to describe individual teachers' personal experiences with regard to outdoor play on a more naturalized playground that has been newly developed in their work site. A constructivist approach was used since this study mainly focused on individual teachers' beliefs. For primary data collection, three in-depth individual interviews were administered and concept maps were collected as secondary data to portray individual participants' beliefs and knowledge to supplement the findings of this study. For data analysis, Charmaz's (2006) constructivist grounded theory was employed using two steps of coding, initial and focused. Major emerging themes generated from this study included: 1) Teachers value outdoor play for educational, developmental, and well-being purposes, 2) Teachers perceive that natural outdoor environments promote learning and development in their own unique ways, and 3) Teachers attempt to provide quality outdoor play by performing various roles during outdoor play. First, the preschool teachers' beliefs about the value of outdoor play included promoting freedom. The teachers also perceived that outdoor play is beneficial for facilitating young children's development in different domains, such as physical, social, emotional, and creative. Second, the preschool teachers' beliefs about young children's outdoor play in natural environments included benefits such as promoting hands-on learning, sensory development, and use of imagination and creativity. In addition, the teachers in this study perceived that interactive experiences in the natural environment enable young children to develop their sense of appreciation of nature. Third, the preschool teachers in this study served various roles for providing outdoor play. The teachers perceived being a safety supervisor as their most important role during outdoor play. Additionally, barriers for providing outdoor play were specified, and they appeared to be related to the teachers' preparations and planning for providing outdoor play. The constructivist grounded theory of understanding preschool teachers' beliefs about outdoor play were expressed as a series of proposition statements based on core themes and categories grounded in the data. The implications for researchers and practitioners are discussed at the end of the study. ( en ) Advisors/Committee Members: KEMPLE,KRISTEN MARY (committee chair), SMITH-BONAHUE,TINA M (committee member), SMITH,SONDRA LORI (committee member).

Subjects/Keywords: Child development; Child psychology; Childhood; Childrens games; Learning; Nature; Playgrounds; Preschool teachers; Teachers; Theater; beliefs – environments – outdoor – play – preschool

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APA (6^th Edition):

Oh, J. H. (2016). Understanding Preschool Teachers' Beliefs about Young Children's Outdoor Play. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0050218

Chicago Manual of Style (16^th Edition):

Oh, Ji Hyun. “Understanding Preschool Teachers' Beliefs about Young Children's Outdoor Play.” 2016. Doctoral Dissertation, University of Florida. Accessed January 22, 2021. https://ufdc.ufl.edu/UFE0050218.

MLA Handbook (7^th Edition):

Oh, Ji Hyun. “Understanding Preschool Teachers' Beliefs about Young Children's Outdoor Play.” 2016. Web. 22 Jan 2021.

Vancouver:

Oh JH. Understanding Preschool Teachers' Beliefs about Young Children's Outdoor Play. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2021 Jan 22]. Available from: https://ufdc.ufl.edu/UFE0050218.

Council of Science Editors:

Oh JH. Understanding Preschool Teachers' Beliefs about Young Children's Outdoor Play. [Doctoral Dissertation]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0050218

University of Southern Mississippi

16. Bater, Lovina R. Child Routines and Self-Regulation as Mediators of Parenting Practices and Externalizing Problems in Preschoolers.

Degree: MA, Psychology, 2015, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/162

► Studies clearly indicate that parenting practices relate to child externalizing behaviors, although the mechanisms underlying this relation are less well understood. Researchers suggest that… (more)

Subjects/Keywords: Child; Routines; Self-regulation; Externalizing Behaviors; Preschool; Child Psychology; Clinical Psychology; Psychology

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APA (6^th Edition):

Bater, L. R. (2015). Child Routines and Self-Regulation as Mediators of Parenting Practices and Externalizing Problems in Preschoolers. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/162

Chicago Manual of Style (16^th Edition):

Bater, Lovina R. “Child Routines and Self-Regulation as Mediators of Parenting Practices and Externalizing Problems in Preschoolers.” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 22, 2021. https://aquila.usm.edu/masters_theses/162.

MLA Handbook (7^th Edition):

Bater, Lovina R. “Child Routines and Self-Regulation as Mediators of Parenting Practices and Externalizing Problems in Preschoolers.” 2015. Web. 22 Jan 2021.

Vancouver:

Bater LR. Child Routines and Self-Regulation as Mediators of Parenting Practices and Externalizing Problems in Preschoolers. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 22]. Available from: https://aquila.usm.edu/masters_theses/162.

Council of Science Editors:

Bater LR. Child Routines and Self-Regulation as Mediators of Parenting Practices and Externalizing Problems in Preschoolers. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/162

University of Toronto

17. Shulman, Rayzel. An Evaluation of a Universal Funding Program for Insulin Pumps for Children and Teens with Type 1 Diabetes.

Degree: PhD, 2015, University of Toronto

URL: http://hdl.handle.net/1807/82460

►

Pediatric insulin pump therapy has been broadly adopted despite equivocal evidence about long-term comparative effectiveness. This thesis aimed to elucidate the dynamics underlying observed patterns… (more)

Subjects/Keywords: Adolescent; Child; Child; preschool; Diabetes Mellitus; type 1; Health Services Research; Insulin Infusion Systems; 0566

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APA (6^th Edition):

Shulman, R. (2015). An Evaluation of a Universal Funding Program for Insulin Pumps for Children and Teens with Type 1 Diabetes. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/82460

Chicago Manual of Style (16^th Edition):

Shulman, Rayzel. “An Evaluation of a Universal Funding Program for Insulin Pumps for Children and Teens with Type 1 Diabetes.” 2015. Doctoral Dissertation, University of Toronto. Accessed January 22, 2021. http://hdl.handle.net/1807/82460.

MLA Handbook (7^th Edition):

Shulman, Rayzel. “An Evaluation of a Universal Funding Program for Insulin Pumps for Children and Teens with Type 1 Diabetes.” 2015. Web. 22 Jan 2021.

Vancouver:

Shulman R. An Evaluation of a Universal Funding Program for Insulin Pumps for Children and Teens with Type 1 Diabetes. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1807/82460.

Council of Science Editors:

Shulman R. An Evaluation of a Universal Funding Program for Insulin Pumps for Children and Teens with Type 1 Diabetes. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/82460

18. Montgomery, Tommie Collins. Behavior of preschool children related to age, sex, race, maternal formal education and child rearing knowledge.

Degree: PhD, Child Development, 1966, Texas Woman's University

URL: http://hdl.handle.net/11274/11350

Subjects/Keywords: Child development; Preschool education; Child behavior

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APA (6^th Edition):

Montgomery, T. C. (1966). Behavior of preschool children related to age, sex, race, maternal formal education and child rearing knowledge. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11350

Chicago Manual of Style (16^th Edition):

Montgomery, Tommie Collins. “Behavior of preschool children related to age, sex, race, maternal formal education and child rearing knowledge.” 1966. Doctoral Dissertation, Texas Woman's University. Accessed January 22, 2021. http://hdl.handle.net/11274/11350.

MLA Handbook (7^th Edition):

Montgomery, Tommie Collins. “Behavior of preschool children related to age, sex, race, maternal formal education and child rearing knowledge.” 1966. Web. 22 Jan 2021.

Vancouver:

Montgomery TC. Behavior of preschool children related to age, sex, race, maternal formal education and child rearing knowledge. [Internet] [Doctoral dissertation]. Texas Woman's University; 1966. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11274/11350.

Council of Science Editors:

Montgomery TC. Behavior of preschool children related to age, sex, race, maternal formal education and child rearing knowledge. [Doctoral Dissertation]. Texas Woman's University; 1966. Available from: http://hdl.handle.net/11274/11350

Michigan State University

19. Kobayashi, Jade E. The longitudinal effects of parenting determinants on preschool-age parenting behaviors.

Degree: 2017, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:6920

►

"Positive (i.e., warm, sensitive, responsive) and negative (i.e., hostile, controlling) parenting behaviors are related to developmental outcomes in children, including outcomes in cognitive, behavioral, and… (more)

Subjects/Keywords: Parenting – Psychological aspects; Preschool children; Parent and child; Child development; Clinical psychology

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APA (6^th Edition):

Kobayashi, J. E. (2017). The longitudinal effects of parenting determinants on preschool-age parenting behaviors. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kobayashi, Jade E. “The longitudinal effects of parenting determinants on preschool-age parenting behaviors.” 2017. Thesis, Michigan State University. Accessed January 22, 2021. http://etd.lib.msu.edu/islandora/object/etd:6920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kobayashi, Jade E. “The longitudinal effects of parenting determinants on preschool-age parenting behaviors.” 2017. Web. 22 Jan 2021.

Vancouver:

Kobayashi JE. The longitudinal effects of parenting determinants on preschool-age parenting behaviors. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Jan 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kobayashi JE. The longitudinal effects of parenting determinants on preschool-age parenting behaviors. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:6920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

20. Thomas-Lee, Paula Marie. Piano pedagogy for four- and five-year-olds : an analysis of selected piano methods for teaching preschool children.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21385

► The purpose of this study was to analyze nine early childhood piano methods designed for teaching the beginning four- to five-year-old piano student and to… (more)

▼ The purpose of this study was to analyze nine early childhood piano methods designed for teaching the beginning four- to five-year-old piano student and to determine whether or not they included the elements which researchers and practitioners deem necessary for an age-appropriate comprehensive music program. The research questions examined in this study were 1) to determine which methods are currently available for teaching piano to the younger child; 2) to determine whether or not these programs include the ageappropriate elements that researchers consider essential for early childhood musical development such as playing instruments (the piano), singing, moving, creating, and aural skills development; 3) to determine the variety of styles of repertoire found in each series; and 4) to determine whether or not parental involvement was discussed in these methods. Criteria for selecting preschool piano methods were methods which 1) were specifically designed for the four- and five-year-old beginning student; 2) were currently in print; 3) and were recommended in James Bastien’s (1988) How to Teach Piano Successfully and Marienne Uszler’s (2000) The Well-Tempered Keyboard Teacher. Thus, the methods which met these criteria were Music for Little Mozarts (1999-2000) by Barden, Kowalchyk, and Lancaster, Invitation to Music (1993-1994) by Jane, Lisa, and Lori Bastien, Prep Course for the Young Beginner (1988-1989, 1993) by Palmer, Manus, and Lethco, Piano for the Young Beginner (1987) by James Bastien, Sing and Play (1987) by Collins and Clary, Music Readiness Series (1984) by Glover, Glasscock, and Stewart, Mainstreams Primer Method (1977) by Cory, Music for Moppets (1971)and Kinder-Keyboard (1977) by Robert and Helen Pace, and The Very Young Pianist (1970, 1973) by Jane Smisor Bastien. A Data Sheet for Review of Preschool Piano Method Books was developed which focused on the key elements considered necessary for preschool music programs. Data were analyzed using frequency counts, and percentages of each element were calculated. The data showed that each piano method focused on one or more of the key elements; however, no single method contained similar percentages across elements. Researchers should continue to investigate the most effective proportion of these key elements in teaching preschool piano students.

Subjects/Keywords: Piano Pedagogy; Piano instruction; Preschool piano; Preschool music,Piano methods; University of Georgia Dissertation; Piano; Teaching piano; Preschool piano pedagogy; Music for the young child; Piano for the young child

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APA (6^th Edition):

Thomas-Lee, P. M. (2014). Piano pedagogy for four- and five-year-olds : an analysis of selected piano methods for teaching preschool children. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thomas-Lee, Paula Marie. “Piano pedagogy for four- and five-year-olds : an analysis of selected piano methods for teaching preschool children.” 2014. Thesis, University of Georgia. Accessed January 22, 2021. http://hdl.handle.net/10724/21385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thomas-Lee, Paula Marie. “Piano pedagogy for four- and five-year-olds : an analysis of selected piano methods for teaching preschool children.” 2014. Web. 22 Jan 2021.

Vancouver:

Thomas-Lee PM. Piano pedagogy for four- and five-year-olds : an analysis of selected piano methods for teaching preschool children. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10724/21385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomas-Lee PM. Piano pedagogy for four- and five-year-olds : an analysis of selected piano methods for teaching preschool children. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

21. Klatte, I.S. An examination of parent-child interaction therapy in practice - a qualitative study.

Degree: 2015, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/316329

► Background: Parent Child Interaction Therapy (PCIT) is commonly used in preschool children with SLI. Review studies conclude that PCIT is effective for this group. However,… (more)

▼ Background: Parent Child Interaction Therapy (PCIT) is commonly used in preschool children with SLI. Review studies conclude that PCIT is effective for this group. However, these reviews included many different approaches. Also, it appears that SLTs often adapt PCIT. To maintain the effectiveness of PCIT there is need to develop a framework. This framework should include the critical components of PCIT and should be feasible in practice. Aim: This study aims to identify the potentially critical components in PCIT according to literature and SLTs, and to find rationales SLTs give for the way they structure PCIT. Both parameters are important for the long term goal, that is, to develop a framework that is relevant to practice. Methods: Semi-structured interviews were conducted with ten SLTs who had at least one year experience in delivering PCIT in preschool children with SLI. The interviews were transcribed and analysed, using thematic analysis. A literature search is conducted in order to find studies about PCIT in preschool children with SLI which yielded 12 papers. Results: There are four potentially critical components identified from the interview data: parents’ engagement, parents’ understanding, parents’ reflection and therapists’ skills. Data from the interviews suggest that these components needs to be in balance to increase the successfulness of PCIT. The potentially critical components were minimally discussed in the selected papers. The reasons SLTs give for the way they structure PCIT are mainly based on organizational constraints, family needs and practicalities. Conclusion and implications of key findings: SLTs experience PCIT as valuable but challenging due to organisational constraints, the variety in families and practicalities. The successfulness of PCIT is affected by the four critical components. A framework is needed which should include these components and should be feasible in practice. Advisors/Committee Members: Roulstone, S..

Subjects/Keywords: Parent-Child interaction therapy; specific language impairment; preschool children.

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APA (6^th Edition):

Klatte, I. S. (2015). An examination of parent-child interaction therapy in practice - a qualitative study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/316329

Chicago Manual of Style (16^th Edition):

Klatte, I S. “An examination of parent-child interaction therapy in practice - a qualitative study.” 2015. Masters Thesis, Universiteit Utrecht. Accessed January 22, 2021. http://dspace.library.uu.nl:8080/handle/1874/316329.

MLA Handbook (7^th Edition):

Klatte, I S. “An examination of parent-child interaction therapy in practice - a qualitative study.” 2015. Web. 22 Jan 2021.

Vancouver:

Klatte IS. An examination of parent-child interaction therapy in practice - a qualitative study. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/316329.

Council of Science Editors:

Klatte IS. An examination of parent-child interaction therapy in practice - a qualitative study. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/316329

22. Nelson, Jo Suzanne. The study of home medication behavior of mothers of preschool children.

Degree: M.N., 1982, Oregon Health Sciences University

URL: doi:10.6083/M4DZ06GZ ; http://digitalcommons.ohsu.edu/etd/2218

Subjects/Keywords: Child, Preschool; Mothers; Self Medication

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APA (6^th Edition):

Nelson, J. S. (1982). The study of home medication behavior of mothers of preschool children. (Thesis). Oregon Health Sciences University. Retrieved from doi:10.6083/M4DZ06GZ ; http://digitalcommons.ohsu.edu/etd/2218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nelson, Jo Suzanne. “The study of home medication behavior of mothers of preschool children.” 1982. Thesis, Oregon Health Sciences University. Accessed January 22, 2021. doi:10.6083/M4DZ06GZ ; http://digitalcommons.ohsu.edu/etd/2218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nelson, Jo Suzanne. “The study of home medication behavior of mothers of preschool children.” 1982. Web. 22 Jan 2021.

Vancouver:

Nelson JS. The study of home medication behavior of mothers of preschool children. [Internet] [Thesis]. Oregon Health Sciences University; 1982. [cited 2021 Jan 22]. Available from: doi:10.6083/M4DZ06GZ ; http://digitalcommons.ohsu.edu/etd/2218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nelson JS. The study of home medication behavior of mothers of preschool children. [Thesis]. Oregon Health Sciences University; 1982. Available from: doi:10.6083/M4DZ06GZ ; http://digitalcommons.ohsu.edu/etd/2218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Bonini, Gabriela Azevedo de Vasconcelos Cunha. Estudo da tendência das lesões dentárias traumáticas em crianças de 5 a 59 meses de idade. Diadema - São Paulo.

Degree: PhD, Odontopediatria, 2008, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/23/23132/tde-21012009-142302/ ;

► As Lesões Dentárias Traumáticas (LDTs) tem apresentado com uma expressiva prevalência em diversos países. Estudos epidemiológicos de traumatismo dentário são importantes para determinar a prevalência… (more)

▼ As Lesões Dentárias Traumáticas (LDTs) tem apresentado com uma expressiva prevalência em diversos países. Estudos epidemiológicos de traumatismo dentário são importantes para determinar a prevalência da doença e estabelecer estratégias de promoção de saúde. Na literatura não se encontra nenhum estudo na dentição decídua comparando a prevalência em diferentes momentos em uma determinada população. O objetivo desse estudo foi: 1) Determinar a prevalência e distribuição das LDTs em pré-escolares no município de Diadema no ano de 2006 e investigar a associação das LDTs com maloclusões e fatores sócioeconômicos; 2) estudar a tendência da prevalência de LDTs em crianças pré-escolares no Município de Diadema-SP baseado em três estudos transversais conduzidos em 2002, 2004 e 2006. Estes três estudos foram realizados por meio de três levantamentos epidemiológicos em crianças de 5 59 meses de idade utilizando à mesma metodologia. Cirurgiões dentistas treinados examinaram respectivamente 915, 1138 e 1265 crianças nos anos de 2002, 2004 e 2006. As amostras foram selecionadas durante as Campanhas Nacionais de Vacinação Infantil. As LDTs foram diagnosticadas de acordo com a Classificação de Ellis modificada (1952), adicionando-se a esse critério a alteração de cor na coroa do dente. No levantamento de 2006 as crianças foram avaliadas quanto às maloclusões (mordida aberta anterior, selamento labial inadequado e sobressaliência acentuada). Uma entrevista foi realizada com a mãe ou responsável pela criança para a coleta das informações sócio-econômicas utilizando-se o Índice de Jarman (1983). Utilizou-se na análise estatística o teste Qui-Quadrado, regressão logística univariada e multivariada e o teste Qui-quadrado para tendência. Os resultados do estudo de 2006 mostraram uma prevalência de 13,9%. O incisivo central superior foi o dente mais afetado sem diferença entre os lados direito e esquerdo. Não se encontrou diferença estatisticamente significante entre meninas e meninos. O trauma mais comum foi fraturas de esmalte (10,8%); seguida de alteração de cor (2,3%); fratura de esmalte e dentina (1,4%); ausência do dente (0,7%) e fístula (0,2%). Crianças com mordida aberta anterior, trespasse horizontal acentuado e selamento labial inadequado tiveram maior número de trauma quando comparadas com crianças com oclusão normal (p<0,05). Fatores sócioeconômicos não mostraram associação estatisticamente significante com a ocorrência de LDTs. Em relação ao estudo de tendência: as prevalências de LDTs obtidas foram 9,4% em 2002, 12,9% em 2004 e 13,9% em 2006. A análise da tendência mostrou um aumento na prevalência das LDTs estatisticamente significante entre os estudos de 2002 e 2006 (p=0,002). Pode-se observar que houve um aumento significativo da prevalência entre 2002 e 2004 (p = 0,012), porém entre 2004 e 2006 o aumento não foi estatisticamente significante (p = 0,500). Quando cada um dos estudos foi avaliado individualmente, confirmou-se o aumento estatisticamente significante na porcentagem de crianças com LDTs de acordo com o aumento… Advisors/Committee Members: Bonecker, Marcelo Jose Strazzeri.

Subjects/Keywords: Child; Epidemiologia; Epidemiology; Pré-escolar; Preschool; Tooth Injuries; Traumatismos Dentários

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bonini, G. A. d. V. C. (2008). Estudo da tendência das lesões dentárias traumáticas em crianças de 5 a 59 meses de idade. Diadema - São Paulo. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/23/23132/tde-21012009-142302/ ;

Chicago Manual of Style (16^th Edition):

Bonini, Gabriela Azevedo de Vasconcelos Cunha. “Estudo da tendência das lesões dentárias traumáticas em crianças de 5 a 59 meses de idade. Diadema - São Paulo.” 2008. Doctoral Dissertation, University of São Paulo. Accessed January 22, 2021. http://www.teses.usp.br/teses/disponiveis/23/23132/tde-21012009-142302/ ;.

MLA Handbook (7^th Edition):

Bonini, Gabriela Azevedo de Vasconcelos Cunha. “Estudo da tendência das lesões dentárias traumáticas em crianças de 5 a 59 meses de idade. Diadema - São Paulo.” 2008. Web. 22 Jan 2021.

Vancouver:

Bonini GAdVC. Estudo da tendência das lesões dentárias traumáticas em crianças de 5 a 59 meses de idade. Diadema - São Paulo. [Internet] [Doctoral dissertation]. University of São Paulo; 2008. [cited 2021 Jan 22]. Available from: http://www.teses.usp.br/teses/disponiveis/23/23132/tde-21012009-142302/ ;.

Council of Science Editors:

Bonini GAdVC. Estudo da tendência das lesões dentárias traumáticas em crianças de 5 a 59 meses de idade. Diadema - São Paulo. [Doctoral Dissertation]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/23/23132/tde-21012009-142302/ ;

University of Tasmania

24. Bell, Cecily. Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten.

Degree: 1974, University of Tasmania

URL: https://eprints.utas.edu.au/18781/1/whole_BellCecily1975_thesis.pdf

► Fifty kindergarten children were examined in an attempt to compare their educational readiness. There were 19 girls and 31 boys and their average age was… (more)

▼ Fifty kindergarten children were examined in an attempt to compare their educational readiness. There were 19 girls and 31 boys and their average age was 5 1/2 years. Although not strictly controlled, their socio-economic background was considered to be working class. The Boehm Test of Basic Concepts (BTBC) and the Draw-a-Man Test were used. As well, teachers and parents rated the children on the following characteristics: hyperactivity and distractibility, articulated speech, auditory perception,. visual motor co-ordination, laterality, behaviour considered normal, behaviour considered apathetic and withdrawn and behaviour considered angry and defiant. The results showed that certain physical, intellectual, emotional and social characteristics considered relevant to early educational success exist in some kindergarten children and not in others. Girls had more of the component skills considered necessary than did boys. They scored significantly higher on the BTBC and were seen by teachers and parents as haying better articulated speech. Boys were rated by teachers as being more apathetic and withdrawn than girls. Although results for other characteristics did not reach statistical_significance, there was a consistent trend in favour of There was a higher incidence of left-handedness in boys And significantly more boys who were neither clearly right- nor left-handed. The articulated speech of right-handed boys was seen by the teachers as being better than that of the left-handed and. 'undecided' -boys. Children who scored high on the BTBC were more likely to score higher on the Draw-a-Man Test and be considered by the teachers to have more normal behaviour than did low scorers. Conversely, low scorers on the BTBC were more likely to have poor auditory perception and visual motor co-ordination, be more hyperactive (boys only) and apathetic and withdrawn (girls only) than did high scorers. There was no relationship between the BTBC and angry and defiant behaviour for either sex. It was proposed that general intelligence and/or developmental stages accounted for the correlations. The study was confined to group differences and did not analyse the results of individual children. Parent' and teachers' ratings agreed on children who had 'normal' behaviour but not on those who had maladaptive behaviour. When children with either type of extreme behaviour were grouped together, there was agreement. Implications for education regarding the importance of individual differences in readiness for formal school work were discussed.

Subjects/Keywords: Education; Preschool; Child development; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bell, C. (1974). Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/18781/1/whole_BellCecily1975_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bell, Cecily. “Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten.” 1974. Thesis, University of Tasmania. Accessed January 22, 2021. https://eprints.utas.edu.au/18781/1/whole_BellCecily1975_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bell, Cecily. “Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten.” 1974. Web. 22 Jan 2021.

Vancouver:

Bell C. Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten. [Internet] [Thesis]. University of Tasmania; 1974. [cited 2021 Jan 22]. Available from: https://eprints.utas.edu.au/18781/1/whole_BellCecily1975_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bell C. Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten. [Thesis]. University of Tasmania; 1974. Available from: https://eprints.utas.edu.au/18781/1/whole_BellCecily1975_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Federal de Mato Grosso do Sul

25. Candido, Karla de Toledo. Avaliação do estado nutricional de pré-escolares de Ceinfs municipais de Campo Grande - MS .

Degree: 2008, Universidade Federal de Mato Grosso do Sul

URL: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/369

► A avaliação nutricional propicia o acompanhamento do crescimento e desenvolvimento infantil, norteando ações para uma determinada população. O presente estudo objetivou identificar a prevalência de… (more)

Subjects/Keywords: Estado Nutricional; Pré-Escolar; Antropometria; Nutritional Status; Child, Preschool; Anthropometry

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APA (6^th Edition):

Candido, K. d. T. (2008). Avaliação do estado nutricional de pré-escolares de Ceinfs municipais de Campo Grande - MS . (Thesis). Universidade Federal de Mato Grosso do Sul. Retrieved from http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Candido, Karla de Toledo. “Avaliação do estado nutricional de pré-escolares de Ceinfs municipais de Campo Grande - MS .” 2008. Thesis, Universidade Federal de Mato Grosso do Sul. Accessed January 22, 2021. http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Candido, Karla de Toledo. “Avaliação do estado nutricional de pré-escolares de Ceinfs municipais de Campo Grande - MS .” 2008. Web. 22 Jan 2021.

Vancouver:

Candido KdT. Avaliação do estado nutricional de pré-escolares de Ceinfs municipais de Campo Grande - MS . [Internet] [Thesis]. Universidade Federal de Mato Grosso do Sul; 2008. [cited 2021 Jan 22]. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Candido KdT. Avaliação do estado nutricional de pré-escolares de Ceinfs municipais de Campo Grande - MS . [Thesis]. Universidade Federal de Mato Grosso do Sul; 2008. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Stellenbosch University

26. Haw, Philippa Megan. Best friend nominations and peer status amongst preschoolers: a South African study.

Degree: MA, Psychology, 2017, Stellenbosch University

URL: http://hdl.handle.net/10019.1/100841

► ENGLISH SUMMARY: Friendships are important to preschoolers’ mental, emotional and physical well-being, and contribute to their social and cognitive development (Denham & Brown, 2010; Gifford-Smith… (more)

▼ ENGLISH SUMMARY: Friendships are important to preschoolers’ mental, emotional and physical well-being, and contribute to their social and cognitive development (Denham & Brown, 2010; Gifford-Smith & Brownell, 2003; Halle & Darling-Churchill, 2016; Louw & Louw, 2014). Despite this, studies on friendships amongst preschoolers in South Africa are scarce. Moreover, South African studies regarding best friendships amongst preschoolers are largely non-existent. In light of the importance of friendship to development, and to address the gap in literature, this study aims to provide a better understanding of best friendships amongst preschoolers within a South African context. The study explored two research questions based on archival data obtained by means of semi structured interviews with 58 preschoolers, 34 girls and 24 boys (aged 4 to 6 years), who comprised two class groups, namely Pre-Grade R (N = 32) and Grade R (N = 26). Content analysis was used to analyse the archival data. The first research question looked at which factors influenced preschoolers’ nominations as a best friend. Five best friend nomination themes were found in light of this, namely Personal characteristics and psychological attributes (37.44%); Play and shared activities (32.51%); Geographical associations (11.33%); Similarity amongst preschoolers (11.33%), and General fondness (7.39%). Of the 14 best friend nomination sub-themes identified, the most prominent was Socially positive traits and behaviour (27.09%). Significant differences in the frequency of responses for the themes and sub-themes according to gender and class group were also addressed. While there were no differences between the class groups, significant differences were found for gender, particularly for the Geographical associations (p = .003) theme and Propinquity (p = .001) sub-theme, where boys nominated peers as best friends according to these significantly more than girls, and for the Socially positive traits and behaviour (p = .003) sub-theme, where girls nominated peers as best friends according to this sub-theme significantly more than boys. The second research question asked whether there were any distinguishing characteristics between preschoolers who received more peer nominations (high peer status preschoolers) and those who received fewer peer nominations (low peer status preschoolers). No significant differences between the peer status groups were found in terms of the frequency of responses for the themes. There was, however, a significant difference in the frequency of responses for the sub-theme General play (p = .041) where low peer status preschoolers were nominated as best friends according to General play significantly more than high peer status preschoolers. Notable differences in the content of the best friend nomination sub-theme Socially positive traits and behaviour were found between the peer status groups. High peer status preschoolers were found to display a wider repertoire of prosocial… Advisors/Committee Members: Loxton, H., Swart, H., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology..

Subjects/Keywords: Friendship in children; Preschool children – Psychology; Child psychology; Peer pressure; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Haw, P. M. (2017). Best friend nominations and peer status amongst preschoolers: a South African study. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100841

Chicago Manual of Style (16^th Edition):

Haw, Philippa Megan. “Best friend nominations and peer status amongst preschoolers: a South African study.” 2017. Masters Thesis, Stellenbosch University. Accessed January 22, 2021. http://hdl.handle.net/10019.1/100841.

MLA Handbook (7^th Edition):

Haw, Philippa Megan. “Best friend nominations and peer status amongst preschoolers: a South African study.” 2017. Web. 22 Jan 2021.

Vancouver:

Haw PM. Best friend nominations and peer status amongst preschoolers: a South African study. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10019.1/100841.

Council of Science Editors:

Haw PM. Best friend nominations and peer status amongst preschoolers: a South African study. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/100841

University of Johannesburg

27. Sekhukhune, Catherine Dikeledi. An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/8770

►

D.Ed. (Educational Psychology)

The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in… (more)

▼

D.Ed. (Educational Psychology)

The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher…

Subjects/Keywords: Early childhood education; Education, Preschool; Child development; Education, Elementary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sekhukhune, C. D. (2014). An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8770

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sekhukhune, Catherine Dikeledi. “An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021. http://hdl.handle.net/10210/8770.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sekhukhune, Catherine Dikeledi. “An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community.” 2014. Web. 22 Jan 2021.

Vancouver:

Sekhukhune CD. An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10210/8770.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sekhukhune CD. An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8770

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Henriques, Daniela Filipa Antunes. Prática de ensino supervisionada em educação pré-escolar: como se caracteriza o contacto das crianças com os livros em contexto pré-escolar?.

Degree: 2015, Universidade de Évora

URL: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17977

► O presente relatório de estágio é reflexo do processo desenvolvido no âmbito da unidade curricular Prática de Ensino Supervisionada, que se insere no Mestrado de… (more)

▼ O presente relatório de estágio é reflexo do processo desenvolvido no âmbito da unidade curricular Prática de Ensino Supervisionada, que se insere no Mestrado de Educação Pré-Escolar. Resulta da observação e intervenção em contexto de Creche e Jardim de Infância e visa perceber essencialmente, que livros se encontram à disposição das educadoras e das crianças destes respetivos contextos; analisar que relação têm elas com estes livros; e, proporcionar às crianças o contacto com livros de qualidade. Neste sentido, este relatório sustenta uma metodologia de investigação-ação, na qual foram utilizados diversos instrumentos de recolha de dados, que posteriormente analisados, permitiram responder à problemática estipulada. Os resultados que derivam desta investigação evidenciam a importância do contacto da criança com livros de qualidade, devido aos benefícios que daí advêm, e comprovam o papel determinante que o educador tem na promoção do contacto com o livro; Supervised Teaching practice in Preschool education: What about the children having contact with books in a preschool environment? ABSTRACT: This internship report is the result of the process developed on the course of Supervised Teaching Practice, that is part of the Master of Preschool Education. The report results of the observation and intervention on Creche and Kindergarten environment, and it aims to understand, essentially, what kind of books are available to childhood educators and children in these environments; analyze what kind of relationship exists between children and these books; and provide children with contact with quality books. In this sense, this report presents a research-acting methodology, in which were used several instruments of data collection; these data, after being analyzed, gave a response to the research question. The results of this research point the importance of children having contact with quality books, because of the benefits it induces, and prove the determinant role that childhood educators play in the promotion of the contact with books. Advisors/Committee Members: Balça, Ângela.

Subjects/Keywords: Pré-escolar; Livro; Criança; Educador; Qualidade; Preschool; Book; Child; Educator; Quality

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APA (6^th Edition):

Henriques, D. F. A. (2015). Prática de ensino supervisionada em educação pré-escolar: como se caracteriza o contacto das crianças com os livros em contexto pré-escolar?. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Henriques, Daniela Filipa Antunes. “Prática de ensino supervisionada em educação pré-escolar: como se caracteriza o contacto das crianças com os livros em contexto pré-escolar?.” 2015. Thesis, Universidade de Évora. Accessed January 22, 2021. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Henriques, Daniela Filipa Antunes. “Prática de ensino supervisionada em educação pré-escolar: como se caracteriza o contacto das crianças com os livros em contexto pré-escolar?.” 2015. Web. 22 Jan 2021.

Vancouver:

Henriques DFA. Prática de ensino supervisionada em educação pré-escolar: como se caracteriza o contacto das crianças com os livros em contexto pré-escolar?. [Internet] [Thesis]. Universidade de Évora; 2015. [cited 2021 Jan 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Henriques DFA. Prática de ensino supervisionada em educação pré-escolar: como se caracteriza o contacto das crianças com os livros em contexto pré-escolar?. [Thesis]. Universidade de Évora; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wollongong

29. Warren, Jane. Transition of children with disabilities into early childhood education and care centres.

Degree: Doctor of Education, 2013, University of Wollongong

URL: 130102 Early Childhood Education (excl. Maori), 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/3995

► Australia’s first national quality framework for early childhood was introduced in January 2012 to provide a consistent approach to high quality early childhood education… (more)

▼ Australia’s first national quality framework for early childhood was introduced in January 2012 to provide a consistent approach to high quality early childhood education and care across Australia. Despite the expansion of such services, the percentage of children with disabilities accessing early childhood education and care centres is significantly lower than the percentage of children without disabilities. Transition into early childhood education and care centres can lay the foundation for the success of inclusion in formal school settings. While there have been studies on transition into school, transition into early childhood education and care centres - that is, non-compulsory education in Australia - is an under-researched area. This research study sought to understand, in the New South Wales (NSW) context, the factors impacting on the transition into early childhood education and care centres for children with disabilities. Underpinned by Bronfenbrenner’s ecological theory, this study used a mixed-method design involving questionnaires, interviews and focus groups, to determine the perceptions of key stakeholders in the process of transition into early childhood education and care centres for children with disabilities. An initial questionnaire was completed by thirteen parents who accessed supported playgroups for children with disabilities. Following the completion of the questionnaire, two focus groups were conducted with ten parents to gain insight into the lived experience of participants in relation to the transition into early childhood education and care centres for children with disabilities. Three significant issues provided the focus for the discussions, namely, factors that contributed to positive transition experiences, negative experiences that occurred during transitions, and the main concerns parents held in relation to enrolling in an early childhood education and care centre. Questionnaires were also distributed to 125 early childhood education and care centres in the Illawarra region of NSW. Thirty-seven were returned, representing a percentage of almost 30%. Follow-up interviews were conducted with ten educators to gain more in-depth understanding of their viewpoints. Issues explored in the interviews were areas of disability that educators found more challenging, educator attitudes to enrolling children with disabilities, procedures that had been used during transitions, what educators wished they knew more about, and their experience of communication with parents during this…

Subjects/Keywords: disability; transition; preschool; children; early childhood education and care; child care

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Warren, J. (2013). Transition of children with disabilities into early childhood education and care centres. (Doctoral Dissertation). University of Wollongong. Retrieved from 130102 Early Childhood Education (excl. Maori), 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/3995

Chicago Manual of Style (16^th Edition):

Warren, Jane. “Transition of children with disabilities into early childhood education and care centres.” 2013. Doctoral Dissertation, University of Wollongong. Accessed January 22, 2021. 130102 Early Childhood Education (excl. Maori), 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/3995.

MLA Handbook (7^th Edition):

Warren, Jane. “Transition of children with disabilities into early childhood education and care centres.” 2013. Web. 22 Jan 2021.

Vancouver:

Warren J. Transition of children with disabilities into early childhood education and care centres. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2021 Jan 22]. Available from: 130102 Early Childhood Education (excl. Maori), 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/3995.

Council of Science Editors:

Warren J. Transition of children with disabilities into early childhood education and care centres. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130102 Early Childhood Education (excl. Maori), 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/3995

30. Karam, Meredith. The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood.

Degree: 2020, The Catholic University of America

URL: http://hdl.handle.net/1961/cuislandora:214567

No abstract

Developmental psychology

Early childhood, parenting, preschool, social competence, social development, teacher-child interactions

Psychology

Degree Awarded: M.A. – Psychology. The Catholic University of America

Advisors/Committee Members: The Catholic University of America (Degree granting institution), Degnan, Kathryn (Thesis advisor), Goeke-Morey, Marcie (Thesis advisor).

Subjects/Keywords: Early childhood; parenting; preschool; social competence; social development; teacher-child interactions

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Karam, M. (2020). The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood. (Thesis). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:214567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Karam, Meredith. “The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood.” 2020. Thesis, The Catholic University of America. Accessed January 22, 2021. http://hdl.handle.net/1961/cuislandora:214567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Karam, Meredith. “The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood.” 2020. Web. 22 Jan 2021.

Vancouver:

Karam M. The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood. [Internet] [Thesis]. The Catholic University of America; 2020. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1961/cuislandora:214567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karam M. The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood. [Thesis]. The Catholic University of America; 2020. Available from: http://hdl.handle.net/1961/cuislandora:214567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations