Process environmental philosophy

Process environmental philosophy

Date: May 2003
Creator: Corbeil, Marc J.V.
Description: A process-information approach is examined as a foundation for an environmental philosophy that is dynamic and elastic, with particular emphasis on value, beauty, integrity and stability supporting Aldo Leopold's vision. I challenge one of the basic assumptions of Western philosophy, namely the metaphysical primacy of substance. The classical, medieval and modern metaphysics of substance is presented with particular attention given the paradoxes of substance. Starting from the philosophy of Heraclitus, relatively ignored by the Western tradition of philosophy, a process philosophy is developed as an alternative to standard metaphysical attitudes in philosophy. A possible resolution of Zeno's paradoxes leads to consideration of other paradoxes of substance metaphysics. It is argued that substance metaphysics is incompatible with evidence found in the shifting paradigms of ecology and general science. Process philosophy is explored as a basis for an environmental philosophy, attempting to put the environment back into philosophy.
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African-American parents' nutritional habits: Implications for the prevention of early childhood obesity.

African-American parents' nutritional habits: Implications for the prevention of early childhood obesity.

Date: August 2009
Creator: Anderson, Andraya D.
Description: This research study addressed the nutritional beliefs and habits of African-American parents of children aged 3 to 6 years old. Both quantitative and qualitative data collection methods were employed. Quantitative data was collected via the Comprehensive Feeding Practices Questionnaire as well as a demographic questionnaire. Qualitative data was collected from oral interviews conducted by the researcher. Seventy-five parents or guardians participated in the study. Findings for the research questions revealed the participants' beliefs about nutrition directly correlated with food they provided for their children and most believed nutrition rather than genetics played a role in their child(ren)'s weight. Furthermore, parents from lower income families consumed more home cooked meals per week and those with higher incomes did not consume more fast food per week. Food intake restriction and control in feeding was similar among all participants, regardless of restriction and control in feeding was similar among all participants, regardless of education or income level. Suggestions for future research were included.
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Children's spiritual development: Analysis of program practices and recommendations for early childhood professionals.

Children's spiritual development: Analysis of program practices and recommendations for early childhood professionals.

Date: December 2009
Creator: Myers, Joyce Eady
Description: The purpose of this study was to determine the extent to which faith-based preschools promote spiritual development in preschoolers. The participants in the study were faith-based early childhood teachers and administrators from seven states. Early childhood professionals representing 11 Christian faith traditions completed written surveys or online surveys. A total of 201 faith-based educators completed the survey; 20 respondents participated in semi-structured interviews. The concurrent triangulation mixed-method design provided data on 8 program dimensions which support children's spiritual development: prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. I analyzed quantitative data using descriptive and inferential statistics. All items were examined using mean, standard deviation, frequency, and percentages. Qualitative data gathered from semi-structured interviews were coded and analyzed using NVivo8® qualitative analysis software (QSR International, Inc., Cambridge, MA, http://www.qsrinternational.com). From this data I identified the extent to which faith-based preschool programs support children's spiritual development through the practices of prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. Data analyses revealed statistically significant differences in faith-based teachers' hours of training in children's spiritual development across all program practice dimensions. A key finding of the study was that training in children's spiritual development ...
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Parents' beliefs and knowledge regarding child development and appropriate early childhood classroom practices

Parents' beliefs and knowledge regarding child development and appropriate early childhood classroom practices

Access: Use of this item is restricted to the UNT Community.
Date: May 2000
Creator: Hughes, Tina M.
Description: The intent of this study was to assess low-income parents knowledge and beliefs regarding child development and appropriate classroom practice and to compare their responses with those obtained from a previous survey of upper-income parents (Grebe, 1998). This study group (N=21) consisted of parents or guardians with children in a federally subsidized child-care center. Results indicated a high level of knowledge regarding developmentally appropriate practice and child development. Overall, there were no significant differences in the knowledge between the two income-levels, however, responses to several questions revealed slight differences in beliefs.
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Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development

Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development

Date: May 2013
Creator: Gonzalez, Lauren
Description: Although prior research has shown that parental involvement positively affects a child's literacy development, attention should also be directed to the factors that keep parents from being involved in their children's education. The study reported in this dissertation examined five factors: socioeconomic status, level of education, employment, culture, and language that may be influential in parental assistance of their children's literacy development in the home. The data sources for this investigation included interview responses and a demographic survey. Data from 17 parents, each from a different household, and each with a child in kindergarten were obtained and used for the study. For analyses of these data, content analysis was used to identify similar themes among the interview responses and the demographic survey. Results indicated the following: (1) the time parents spent assisting their child with literacy activities was affected by long work hours, (2) parents with a yearly income of $25,000 or less were unable to provide additional literacy materials for their children, (3) lack of multicultural literature caused culturally diverse parents to feel devalued, and (4) parents who did not speak English fluently lacked the strategies to assist their children in completing English literacy homework. The findings suggest there ...
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Parents' understanding of developmentally appropriate practice in early childhood education.

Parents' understanding of developmentally appropriate practice in early childhood education.

Access: Use of this item is restricted to the UNT Community.
Date: May 1999
Creator: Grebe, Julie M.
Description: The intent of this study was to determine what understanding and knowledge parents had of developmentally appropriate practice (DAP). The study examined whether the beliefs of parents who enrolled their children in a National Association for the Education of Young Children (NAEYC) accredited program had any impact on their expectations for a philosophy and curriculum that is centered around DAP. In addition, the study examined whether parents' understanding of DAP changed when their children transitioned from infant and toddler programs, to preschool. The study group consisted of parents with children in two privately owned NAEYC accredited centers in 1998 (N=131). Results from parent reports indicated a high level of parent knowledge regarding DAP.
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An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

Date: May 2011
Creator: Macias-Brown, Armandina A.
Description: This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent Involvement Survey. Additionally, the study also considered family income and child membership in special education as predictors of parent involvement. The survey instruments included the Early Childhood Environmental Rating Scale, Revised (ECERS-R) and the Hoover-Dempsey and Sandler Parent Involvement Survey. A total of 306 parents across 35 preschool classrooms participated in the study. Effect sizes, beta weights and structure coefficients from a series of multiple regression analyses measured the relationship between variables. A regression equation comprised of teacher quality, family income and child membership in special education was statistically significant in predicting parent school-based involvement. In the school-based involvement model the predictors teacher quality and child membership in special education accounted for a greater percentage of variance than did family income. Teacher quality demonstrated a small, negative beta weight but accounted for the greatest amount of variance among the three predictors within the school-based parent involvement model. A negative relationship between teacher quality and school-based parent involvement suggested that as teacher quality improved, parents reported less involvement in school-based activities and events. Findings for special ...
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Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains

Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains

Date: December 1998
Creator: McCrary, Donna E. (Donna Evelyn)
Description: The Ecologically-Based Activity Plan (EBAP) is proposed as a method to create a transition between special education and general education. It serves as a tool to help classroom teachers assess the environment of the class and as a method for embedding instruction within the naturally occurring context of the endogenous constructivist classroom. In this study the EBAP was used to reduce aggressive behavior and increase prosocial behavior among five children who displayed developmental delays in the social and emotional domains.
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The Disney Influence on Kindergarten Girls' Body Image

The Disney Influence on Kindergarten Girls' Body Image

Date: May 2013
Creator: Asawarachan, Tanawan
Description: Media is now a part of the early childhood world. In many countries, including industrialized and developing countries, children spend more time consuming various kinds of media. The impact of media on children's perception of their body images has been and continues to be a concern of parents and early childhood professionals. This research examined the influence of Disney movies on Thai kindergarten girls' body images and self-esteem. Thai kindergarten girls completed three measures of body self-image: the Body Figure Preference Scale, the Body Esteem Scale, and the Self-Esteem Scale. The girl participants were randomly assigned to two groups: focused on a female theme (FFT) and focused on a non-human theme (FNT). The experimental group viewed "female" Disney movie themes, while the control group viewed "animal" Disney movie themes. Girls in the experimental group expressed greater body image dissatisfaction scores after watching Disney movies, which was an expected finding. Results from the present study suggest that girls in both groups become concerned about their body esteem after video exposure. However, there was no significant difference in self-esteem between girls in FFT and FNT. In summary, the findings of this study support the belief that Disney movies influence young girls' perceptions ...
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Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice

Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice

Date: May 2009
Creator: Ting, Chia-Wei
Description: This study investigated Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children and how this awareness influences their educational practices. In particular, this study focused on the cultural awareness of preschool teachers who work with young Taiwanese children whose mothers are immigrants from Southeast Asia. This study used quantitative and qualitative methods. One hundred seventy-two Taiwanese preschool teachers from the different geographic areas of Taiwan participated in the study. Data were collected through the use of the Cultural Diversity Awareness Inventory (CDAI) survey and participant interviews. Research results of the study revealed: (a) most Taiwanese preschool teachers had an awareness of cultural diversity, but their perceptions of how to create a multicultural environment need to be improved; (b) Taiwanese preschool teachers' personal experiences with children from different cultures were more associated with their cultural awareness than their ages and educational levels; (c) Geographic location was the factor affecting preschool teachers' awareness of cultural diversity and educational practices. This study is informative to the understanding of Taiwanese preschool teachers' awareness of cultural diversity and the implications of this awareness for classroom practice. In addition, multicultural perspectives of the Taiwan society toward immigrant families and children can benefit from the ...
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