Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Keeping The Faith: The Impact Of Human Services Restructuring On Catholic Social Welfare Services, Gail Winkworth, Peter J. Camilleri
Keeping The Faith: The Impact Of Human Services Restructuring On Catholic Social Welfare Services, Gail Winkworth, Peter J. Camilleri
Faculty of Social Sciences - Papers (Archive)
Church related agencies are major providers of community services in Australia (Lyons, 2001:34-35). While the history of church related welfare service provision is not well known in Australia it is asserted that many have a long tradition of outreach and service provision to marginalised groups regardless of the government social policy of the day (ACSWC, 2000; Mendes, 2003). This paper examines the current environment of human services restructuring and the impact of the shift to contractualism on one church related provider: Catholic social welfare provision in Australia. It explores the significance of the church's social teachings and history on concerns …
Mapping The Catholic Social Services, Peter J. Camilleri, Gail Winkworth
Mapping The Catholic Social Services, Peter J. Camilleri, Gail Winkworth
Faculty of Social Sciences - Papers (Archive)
Faith based agencies are the major providers of social services in Australia (Lyons, 2001: 34-35). The Industries Commission into Charitable Institutions in 1995 was the first major review of the role of charities (most of which are faith-based) within the Australian social welfare system. The role of charities has always been of central importance to the social welfare system. In 1995 according to the Industry Commissions Report on Charitable Services, around 11,000 community social welfare organisations received government funding in Australia. The same report recognised that there were an unknown number of other organisations, which relied entirely on volunteers and …
Six Words Of Writing, Many Layers Of Significance : An Examination Of Writing As Social Practice In An Early Grade Classroom, Pauline Harris, Philip Fitzsimmons, Barbra Mckenzie
Six Words Of Writing, Many Layers Of Significance : An Examination Of Writing As Social Practice In An Early Grade Classroom, Pauline Harris, Philip Fitzsimmons, Barbra Mckenzie
Faculty of Social Sciences - Papers (Archive)
This paper explores a six-year-old child's text that he wrote at school. We explore this text in order to demonstrate how even a simple text embodies many complex aspects of writing. These aspects include how writers represent texts, compose meaning, achieve social purposes, and position readers. We more deeply examine these aspects of writing practices in terms of contexts of situation and culture in which a child writes. In this examination, we consider how a child's experiences, predispositions and resources form a significant part of their classroom writing context.