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(21 - 40 of 129)
Pages
- Title
- Best wishes for a happy New Year.
- Date Created
- 1911
- Identifier
- DP0015488
- Format
- Set of related objects
- PURL
- http://purl.flvc.org/ucf/fd/DP0015488
- Title
- "Deed Child's, I's didn't know you's was dare.".
- Creator
-
Ingersoll, T. W. (Truman Ward)
- Date Created
- 1898
- Identifier
- DP0015452
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015452
- Title
- Run along Sonny I didn't order no coal.
- Date Created
- 1915
- Identifier
- DP0015341
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015341
- Title
- Snow Ball.
- Date Created
- 1930s
- Identifier
- DP0015357
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015357
- Title
- Feeding the pets.
- Date Created
- 1900s
- Identifier
- DP0015489
- Format
- Set of related objects
- PURL
- http://purl.flvc.org/ucf/fd/DP0015489
- Title
- REPRESENTATIONS AND IMPACTS OF TRANSGENDER AND GENDER NONCONFORMING IDEALS IN CHILDREN'S LITERATURE FOR YOUNG CHILDREN.
- Creator
-
Foresman, David B, Roberts, Sherron Killingsworth, University of Central Florida
- Abstract / Description
-
Children's literature plays a critical role in shaping how children view themselves and the world around them. This is especially true in regards to outgroups such as the transgender and gender nonconforming communities. Transgender individuals have been gaining increased visibility in the past few years. The misconceptions surrounding these topics are not exclusively found outside the classroom. Title IX was expanded to include gender identity as recently as 2014. Yet, much confusion and...
Show moreChildren's literature plays a critical role in shaping how children view themselves and the world around them. This is especially true in regards to outgroups such as the transgender and gender nonconforming communities. Transgender individuals have been gaining increased visibility in the past few years. The misconceptions surrounding these topics are not exclusively found outside the classroom. Title IX was expanded to include gender identity as recently as 2014. Yet, much confusion and apprehension is present when discussing the topic of transgender and gender nonconformity, especially in the elementary school classroom. To address these misconceptions, inclusion of these outgroups into culturally inclusive curriculum is critical. With the power that children's literature has on empathy, attitudes, and comprehension, classroom libraries should consider including transgender and gender nonconforming titles into teacher resources and classroom libraries. Many positives can come from the power of children's literature, but there also lies the chance to fall into new and/or unique pitfalls that affect the elementary classroom, such as gender stereotyping. Therefore, this thesis analyzed transgender and gender nonconforming titles for elementary classrooms for trends and themes. 30 titles total were analyzed with 21 being selected to represent the ideals found in transgender and gender nonconforming children's literature.
Show less - Date Issued
- 2016
- Identifier
- CFH2000119, ucf:46004
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000119
- Title
- TYA METHODOLOGYTWENTIETH-CENTURY PHILOSOPHY, ANDTWENTY-FIRST CENTURY PRACTICE:AN EXAMINATION OF ACTING, DIRECTING, AND DRAMATIC LITERATURE.
- Creator
-
McCoy, Allen, Alrutz, Megan, University of Central Florida
- Abstract / Description
-
Throughout the twentieth century, theatre for young audiences (TYA), or children's theatre, has been situated as something "other" or different than adult theatre, a kind of theatre--but not really theatre, a construct which opened the door to numerous "how to" philosophies geared specifically toward the theatre for young audiences practitioner. As a twenty-first century theatre practitioner, I am interested in how these philosophies are situated within or against current professional...
Show moreThroughout the twentieth century, theatre for young audiences (TYA), or children's theatre, has been situated as something "other" or different than adult theatre, a kind of theatre--but not really theatre, a construct which opened the door to numerous "how to" philosophies geared specifically toward the theatre for young audiences practitioner. As a twenty-first century theatre practitioner, I am interested in how these philosophies are situated within or against current professional practices in the TYA field. This interest led me to the main question of this study: What are the predominant twentieth-century philosophies on acting, directing, and dramatic literature in the TYA field; and how do they compare to what is currently practiced on the professional American TYA stage? In order to explore current practice, I focused on three theatres, two of which are nationally recognized for their "quality" TYA work, the Seattle Children's Theatre and the Children's Theatre Company in Minneapolis. The third company, the Orlando-UCF Shakespeare Festival, is one of the largest Shakespearean festivals in the country, and has a growing theatre for young audiences program. Between June and October of 2006, I conducted numerous interviews with professional managers, directors, and actors from these organizations. I also attended productions of Pippi Longstocking (Children's Theatre Company), Honus and Me (Seattle Children's Theatre), and Peter Rabbit (Orlando-UCF Shakespeare Festival). It was through these interviews and observations of these productions that I was able to gain data--methodology, techniques, and philosophy--on twenty-first century TYA acting, directing, and dramatic literature. My study has uncovered that although there are numerous twentieth-century "how to" philosophies, many current TYA practitioners are unfamiliar with them. Most of the twenty-first century TYA practice that I studied follows the trends of the adult theatre. This thesis serves as the culmination of my Master of Fine Arts in theatre for young audiences at the University of Central Florida. However, it is not a culmination of my study on the theatre for young audiences field. Past philosophies paired with current methodology, while providing models of quality, also open the door to numerous ideas for further study. This thesis challenges me in examining my own notions of quality acting, directing, and dramatic literature in the TYA field; and it is my hope that this challenge makes me a more informed, deliberate, and responsible theatre practitioner.
Show less - Date Issued
- 2006
- Identifier
- CFE0001467, ucf:47098
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001467
- Title
- PARENTAL ATTRIBUTIONS AND DISCIPLINE OF CHILD BEHAVIOR.
- Creator
-
Oliveros, Arazais, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
Extant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with...
Show moreExtant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with children in Private School settings. All parents had children who ranged in age from 3- to 8-years. Compared to Private School parents, Head Start parents had lower levels of nonviolent discipline, involvement, and autonomy granting and endorsed greater internalizing behavior problems in their children. Significant correlations were found among parent-child relationship characteristics, parental discipline practices, and child behavior problems in both samples. Regression analyses suggested that Private School parents' use of psychological aggression and autonomy granting interact in the prediction of children's internalizing behavior problems. Although Head Start parents' higher attributions of child control for failure predicted lower levels of nonviolent discipline, and Private School parents' use of psychological aggression predicted greater levels of children's externalizing behavior problems, there was no evidence of parental discipline mediating the relationship between parental attributions and children's behavior problems. These findings emphasize the importance of research involving disadvantaged and nondisadvantaged community samples in order to provide a context for understanding how parental discipline and children's behavior problems are related to parent traits and parent-child relationship characteristics.
Show less - Date Issued
- 2005
- Identifier
- CFE0000529, ucf:46449
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000529
- Title
- EXPLORING THE RELATIONSHIP BETWEEN SYMPTOM MANAGEMENT AND DISTRESS IN PEDIATRIC ONCOLOGY NURSES.
- Creator
-
Schultz, Amanda M, Loerzel, Victoria, University of Central Florida
- Abstract / Description
-
Pediatric oncology is known to be a stressful work environment due to the difficult aspects regarding patient care. This known stress related to work and caring for pediatric oncology patients can negatively impact nurses, patients, and families. The purpose of this study is to examine: relationships between patient symptom management and nurse distress; strategies used by nurses to manage symptoms in pediatric patients with cancer; nurse perceptions of the effectiveness of non-pharmacologic...
Show morePediatric oncology is known to be a stressful work environment due to the difficult aspects regarding patient care. This known stress related to work and caring for pediatric oncology patients can negatively impact nurses, patients, and families. The purpose of this study is to examine: relationships between patient symptom management and nurse distress; strategies used by nurses to manage symptoms in pediatric patients with cancer; nurse perceptions of the effectiveness of non-pharmacologic or nursing interventions; and nurse distress related to managing symptoms in pediatric patients with cancer. Registered nurses (N=13) at a local children's hospital participated in an online survey. The survey included the Nurses' Distress and Interventions for Symptoms Survey (NDISS) and the Stressor Scale for Pediatric Oncology Nurses (SSPON). Descriptive and correlation statistics were used to analyze data. Results showed that the most commonly managed symptoms were pain (100%), nausea/vomiting (100%), hair loss (100%), fatigue (92.3%), worry (92.3%), mouth sores (84.6%), and trouble sleeping (69.2%). On average, participants reported using at least 10 strategies to manage these symptoms. The most common strategies included: active listening, encouraging family involvement, family support, and reducing sleep interruptions. Most participants felt like they managed the symptoms effectively. Overall, the most common stressors for pediatric oncology nurses were related to co-workers (71.8%) and system demands (68.9%). There was no statistically significant relationship between symptom management and nurse distress. Further research should be conducted on the relationship between nurses and significant stressors other than symptom management. Identifying these significant stressors, especially related to co-workers and system demands, would be the first step in the development of appropriate interventions, such as supportive programs, for decreasing nurses' stress response.
Show less - Date Issued
- 2017
- Identifier
- CFH2000154, ucf:45987
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000154
- Title
- ENHANCING IMAGINATION AND CREATIVITY IN THE ELEMENTARY CLASSROOM THROUGH 11 IMPOSSIBLE CHILDREN'S BOOKS AND RELATED LESSON PLANS.
- Creator
-
Rankine, Karlee L, Spalding, Lee-Anne, Foresyth, Lenora, University of Central Florida
- Abstract / Description
-
Not too long ago we believed that it was impossible to send men outside our planets gravitational force, let alone send them to the moon. As adults, we live in a world that believes in two possibilities, those goals that are possible as long as they believe in themselves and find new ways to accomplish each goal they are given. Slowly this thought process is leaving the students minds to make room for the latest information for best practices in formal test taking. There has been a huge...
Show moreNot too long ago we believed that it was impossible to send men outside our planets gravitational force, let alone send them to the moon. As adults, we live in a world that believes in two possibilities, those goals that are possible as long as they believe in themselves and find new ways to accomplish each goal they are given. Slowly this thought process is leaving the students minds to make room for the latest information for best practices in formal test taking. There has been a huge decline in our imaginative and creative thinkers due to this overwhelming need as a nation to "raise our test scores." I agree that our students need to obtain as much information as possible, but I believe in the impossible. I believe that there is a way to incorporate imaginative and creative thinking into our classrooms today to allow for students to build this idea that their impossible ideas can become possible. I want to challenge our students to be those who believe that it is not so impossible to land on the moon, as long as they can use their imagination, and creativity to solve their problems. To do this, I have used this thesis as a basis for 6 lesson plans based on 11 impossible children's book. This is to provide teachers with resources that match the standards they are already using and create lifelong imaginers and creative thinkers who can turn the most impossible idea into a reality.
Show less - Date Issued
- 2017
- Identifier
- CFH2000390, ucf:45731
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000390
- Title
- WHY DO WOMEN AND CHILDREN JOIN INSURGENCIES? A COMPARATIVE STUDY OF THE PKK AND THE FARC.
- Creator
-
Melendez, Stephanie, Tezc�r, G�ne? Murat, University of Central Florida
- Abstract / Description
-
Why do women and children join insurgency groups? The subject has been a matter of extensive debate, with experts offering theories of motivation on well-known groups such as the National Liberation Front (FLN) or the Irish Republican Army (IRA). However, there has been a small amount of work comparing two insurgency groups and their participants to one another. This paper addresses the underlying reasons for why women and children join insurgencies, explicitly focusing on the Revolutionary...
Show moreWhy do women and children join insurgency groups? The subject has been a matter of extensive debate, with experts offering theories of motivation on well-known groups such as the National Liberation Front (FLN) or the Irish Republican Army (IRA). However, there has been a small amount of work comparing two insurgency groups and their participants to one another. This paper addresses the underlying reasons for why women and children join insurgencies, explicitly focusing on the Revolutionary Armed Forces of Colombia (FARC) and the Kurdistan Workers' Party (PKK) in Turkey from their origins to the present. The paper uses interviews from other scholarly works on the two groups and their participants. In doing this, the paper showcases that despite differences across geographic location and each group's motivation, there are similar indicators that motivate women and children to join insurgency groups. This paper finds that women and children are primarily motivated to join the FARC because of harsh gender inequality and economic poverty. Regarding women and children joining the PKK, their motivations primarily concern ethnic discrimination and gender inequality. The implications of this research will provide information about dynamics leading large numbers of women and children to join violent organizations. Furthermore, it will find that despite regional differences and group's overall goals, there are universal motivating factors, like gender inequality, which influence women and children to participate in political violence.
Show less - Date Issued
- 2018
- Identifier
- CFH2000345, ucf:45756
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000345
- Title
- EXPLORING THE PERCEPTIONS AND MOTIVATIONS OF PRE-SERVICE ELEMENTARY TEACHERS TOWARD AESTHETIC READING IN AN UNDERGRADUATE COURSE IN LITERATURE FOR CHILDREN.
- Creator
-
Williams, Anne, Buchoff, Rita, University of Central Florida
- Abstract / Description
-
Past research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for...
Show morePast research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for breaking the cycle of aliteracy are to deemphasize textbook driven lectures (Krashen, 1993; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), enable text self-selection (Applegate & Applegate, 2004; 2014; Cardarelli, 1992; Krashen 1993; McKool & Gespass, 2009; Nathanson et al., 2008), include reflective journals (Nathanson et al., 2008), encourage open discussion (Applegate & Applegate, 2004; 2014; Krashen, 1993; McKool & Gespass, 2009; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), provide opportunities to reflect on students' own personal views of literacy (Gomez, 2005), and incorporate "well-planned instructional experiences to allow students to experience what it feels like to be enthusiastic about reading" (Applegate & Applegate, 2004; Applegate et al., 2014; Gomez, 2005; Krashen, 1993; McKool & Gespass, 2009; Morrison, Jacobs, & Swinyard, 1999; Nathanson et al., 2008; Powell-Brown, 2003; Ruddell, 1995; Sardo-Brown & Beeghly, 1996). The intent of this thesis is to explore if a positive shift in the perceptions and motivations of pre-service elementary education teachers can occur through enrollment in a course on Literature for Children. Literature for Children, LAE 3414, is a required course for those pursuing a degree in elementary education at the University of Central Florida. The course's design follows the recommended practices for teaching a love of literature. This study tracked the perceptions and motivations of pre-service teachers enrolled in two class sections of this course over the fall 2014 semester, in order to see if a positive change in their feelings toward aesthetic reading occurred, and to what extent their enrollment in this course on Children's Literature affected this change. At the beginning of the semester, out of a total of 63 participants for the pre-survey, 68.3% reported that they felt enthusiastic toward reading, while 31.7% reported that they felt unenthusiastic. By the end of the course, out of 54 post-survey participants, 87% of participants reported that they felt enthusiastic toward reading, while 13% reported that they felt unenthusiastic. Both class sections surveyed experienced a positive shift in their perceptions and motivations toward aesthetic reading, as a result of enrollment and participation in this course.
Show less - Date Issued
- 2015
- Identifier
- CFH0004845, ucf:45452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004845
- Title
- EXAMINING THE MAGIC TREE HOUSE SERIES FOR HISTORICAL ACCURACY AND EDUCATIONAL IMPLICATIONS.
- Creator
-
Washington, NIna, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
-
Often teachers are faced with the challenge of teaching more content with less time and resources. The use of trade books within the content areas allows teachers to integrate multiple skills in one lesson. The Magic Tree House series has been popular with students and teachers on the elementary level. Using books such as these would be a good way for teachers to use their allotted time to teach all of the content that they are accountable for. This thesis will explore the historical accuracy...
Show moreOften teachers are faced with the challenge of teaching more content with less time and resources. The use of trade books within the content areas allows teachers to integrate multiple skills in one lesson. The Magic Tree House series has been popular with students and teachers on the elementary level. Using books such as these would be a good way for teachers to use their allotted time to teach all of the content that they are accountable for. This thesis will explore the historical accuracy and educational connections within the Magic Tree House series by Mary Pope Osborne. The purpose of my thesis research is to determine, through the methodology of content analysis, if the facts provided within the Magic Tree House series are accurate enough to use as supplements within the classroom as well as what Next Generation Sunshine State Standards might be linked to particular books.
Show less - Date Issued
- 2011
- Identifier
- CFH0003827, ucf:44761
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003827
- Title
- The State of Trauma-Informed Care in the Preschool.
- Creator
-
Kolomeyer, Ellen, Renk, Kimberly, Sims, Valerie, Dunn, Michael, Boris, Neil, University of Central Florida
- Abstract / Description
-
This study aimed to provide a foundational knowledge base from which to begin bridging the gap between research on trauma-informed, relationship-based therapeutic interventions in early childhood preschool classrooms and the practice of such classroom-based interventions. Specifically, this study identified several specific predictors (e.g., funding) and barriers (e.g., lack of knowledge and training in assessment instruments and referral options) to gaining trauma-informed knowledge and...
Show moreThis study aimed to provide a foundational knowledge base from which to begin bridging the gap between research on trauma-informed, relationship-based therapeutic interventions in early childhood preschool classrooms and the practice of such classroom-based interventions. Specifically, this study identified several specific predictors (e.g., funding) and barriers (e.g., lack of knowledge and training in assessment instruments and referral options) to gaining trauma-informed knowledge and engaging in trauma-informed practices in preschool classrooms. Individuals in leadership roles at preschools were sampled anonymously with regard to their current trauma-informed knowledge and program practices. Participants included 98 preschool leaders from Florida, 36 preschool leaders from Maryland, and 34 preschool leaders from Wyoming. Descriptive statistics were calculated for the variables of interest. ANCOVA with bootstrapping was conducted to determine whether there were significant differences between programs based on their state and funding source. There was no effect of state. In contrast, funding source predicted trauma-informed knowledge and practices, with federal/state funding being related to higher levels of knowledge and trauma-informed practices. Additionally, multiple regression analyses with bootstrapping were examined to determine significant predictors of preschool leaders' trauma-informed knowledge and practices. Similarly, results indicated that programs differed significantly in trauma-informed knowledge and screening practices based on their source of funding, with federal/state funding again predicting more trauma-informed knowledge and practices. Researchers may be able to benefit from the unique information found in this study as a launching point to inform program development and disseminate community- and nation-wide models of trauma-informed care in preschool classrooms. Implications for future studies are discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007341, ucf:52143
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007341
- Title
- Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
- Creator
-
Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
- Abstract / Description
-
Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
Show less - Date Issued
- 2019
- Identifier
- CFE0007891, ucf:52794
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007891
- Title
- STEM Academic Engagement in Young Children with Autism: A Single Case Design Study.
- Creator
-
Ji, Yixuan, Szente, Judit, Levin, Judith, Macy, Marisa, Pearl, Cynthia, University of Central Florida
- Abstract / Description
-
The researcher examined the academic engagement in Circle Time activities and STEM (science, technology, engineering, and mathematics) activities for three young children with autism spectrum disorders (ASD) who attended a large Orange County Public School, enrolled in an ASD preschool classroom. Given the increasing number of children diagnosed with ASD each year and many STEM job opportunities for individuals with ASD, it is becoming important to know how young children with ASD learn and...
Show moreThe researcher examined the academic engagement in Circle Time activities and STEM (science, technology, engineering, and mathematics) activities for three young children with autism spectrum disorders (ASD) who attended a large Orange County Public School, enrolled in an ASD preschool classroom. Given the increasing number of children diagnosed with ASD each year and many STEM job opportunities for individuals with ASD, it is becoming important to know how young children with ASD learn and engage in STEM activities. Strengths of individuals with ASD in the STEM field have been reported in several research studies (Chen (&) Weko, 2009; Kirchner, Ruch (&) Dziobek, 2016; Samson (&) Antonelli, 2013). Although this study focuses on academic engagement of young children with ASD, there has been limited research investigating the learning in academic activities for this population. Moreover, there is a distinct gap in the literature specific to young children with ASD and the academic engagement in STEM learning. A single case study with an alternating treatment design and three participants was used to investigate the difference in academic engagement of children with ASD in STEM activities compared to Circle Time activities. Data were collected using observations and a social validity questionnaire. Data were analyzed and then presented using a Time Series Line Graph. The results of this study indicated all three young children with ASD had more engaged time during STEM activities than during Circle Time activities. Furthermore, the teacher's social validity questionnaire revealed she strongly agreed that STEM activities were beneficial for children with ASD. Overall, findings from this study gave direction for future studies and intervention programs focusing on improving academic engagement and learning in STEM activities for children with ASD that may support better learning outcomes. Implications and recommendations for teachers of students with ASD were discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007198, ucf:52259
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007198
- Title
- UNDERSTANDING PARENT'S PERSPECTIVES OF THEIR KINDERGARTEN CHILDREN'S TRANSITION TO SCHOOL.
- Creator
-
Anderson , Pamela, Hartle, Lynn, University of Central Florida
- Abstract / Description
-
This study investigates possible reasons why parentÂÂ's perceive that their kindergarten child complains about school. Using data in the parent questionnaires from the Early Childhood Longitudinal Study – Kindergarten Class of 1998-1999, this research looks at a nationally representative sample of boys and girls and specifically targets those children whose parents indicated that they complained more than one time per week during the first two...
Show moreThis study investigates possible reasons why parentÂÂ's perceive that their kindergarten child complains about school. Using data in the parent questionnaires from the Early Childhood Longitudinal Study – Kindergarten Class of 1998-1999, this research looks at a nationally representative sample of boys and girls and specifically targets those children whose parents indicated that they complained more than one time per week during the first two months of school. Looking at factors both from home, including socioeconomic status, maternal education levels and family structure, and from school, including length of the kindergarten day, transition practices received by the child and prior pre-school experience, Chi square tests were employed to examine the relationship between these factors and the amount of complaining. Basic findings support the premise that when good transition practices are employed by schools, parents perceive that their children complain less about going to kindergarten. The small effect sizes suggest, however, that the statistically significant relationships may be an artifact of sample size. Good transition practices, however, are key to effective transitions and if implementing these practices will help make this important transition smoother, educators should utilize this relatively easy strategy to help new students.. When there were good transitioning practices done by the kindergarten program, the child experienced greater success and complained significantly less about school regardless of all other factors.
Show less - Date Issued
- 2010
- Identifier
- CFE0003382, ucf:48464
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003382
- Title
- PREDICTING CHILDREN'S EMOTIONAL AND BEHAVIORAL FUNCTIONING: AN EXAMINATION OF COPARENTING AND PARENTAL SATISFACTION.
- Creator
-
Scott, Samantha, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
To examine the interplay among shared parenting, coparent support, parental satisfaction, and child behavior problems, the current study examines the responses of mothers and fathers who have children between the ages of 3- and 6-years. As part of this study, 107 parents (i.e., 80 mothers and 27 fathers) completed a questionnaire packet including measures of coparenting, parental satisfaction, and child behavior problems. Results are examined using correlational and hierarchical regression...
Show moreTo examine the interplay among shared parenting, coparent support, parental satisfaction, and child behavior problems, the current study examines the responses of mothers and fathers who have children between the ages of 3- and 6-years. As part of this study, 107 parents (i.e., 80 mothers and 27 fathers) completed a questionnaire packet including measures of coparenting, parental satisfaction, and child behavior problems. Results are examined using correlational and hierarchical regression analyses. Correlational analyses suggest that coparent support and parental satisfaction are related positively and that coparent support and parental satisfaction are related negatively with children's behavior problems. Unique relationships are found in this study when examining overt supportive behaviors versus perceptions of coparent support, suggesting the importance of examining these constructs separately in relation to parental satisfaction and children's behavior. Hierarchical regression analyses reveal that, when coparent support measures are examined as different constructs, coparent support and parental satisfaction contribute uniquely to the prediction of children's emotional and behavioral functioning. These findings highlight the connection between coparent support and parental satisfaction as well as the importance of each in predicting outcomes for children, regardless of how evenly two parents divide childcare responsibilities. These findings also contribute to the literature by suggesting the importance of examining perceptions of support and overt supportive behavior separately. It is hoped that the findings of this study will provide valuable information for potential targets of parenting interventions provided to mothers and fathers in mental health facilities.
Show less - Date Issued
- 2009
- Identifier
- CFE0002784, ucf:48129
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002784
- Title
- I'm very busy now.
- Date Created
- 1905
- Identifier
- DP0015475
- Format
- Set of related objects
- PURL
- http://purl.flvc.org/ucf/fd/DP0015475
- Title
- Discoveres.
- Date Created
- 1907
- Identifier
- DP0015480
- Format
- Set of related objects
- PURL
- http://purl.flvc.org/ucf/fd/DP0015480
