The only child grows up: exploring adult only-child educators /

The purpose of this study was to examine the experiences of adult only-child educators. The researcher explored the extent to which the experiences of growing up in a one-child family influenced the participants' professional experiences. This was a qualitative study. A narrative case study approach was used, and data were collected from 4 participants through 1 -to- 1 interviews. The narratives were analyzed, and common themes were identified. The findings showed that many of the participants' only-child experiences have influenced their professional roles as educators. This was largely with respect to their interactions with students. These participants valued positive relationships founded on genuine care and concern for their students. The participants also fostered a positive educational environment that provided high levels of support for the social learning and character development of their students. There are several implications for educational practice resulting from this study. Educators and other school personnel must be critically aware of meeting the socialization needs of their students. Consideration must be given to developing schoolwide initiatives related to the social skills development and character education of students. In addition, preservice and inservice teacher education programs must ensure that educators are prepared to provide rich environments where relationships with students are central and social learning opportunities are prevalent.

A sequential analysis of therapist scaffolding and child concept formation in narrative therapy

Narrative therapy is a postmodern therapy that takes the position that people create self-narratives to make sense of their experiences. To date, narrative therapy has compiled virtually no quantitative and very little qualitative research, leaving gaps in almost all areas of process and outcome. White (2006a), one of the therapy's founders, has recently utilized Vygotsky's (1934/1987) theories of the zone of proximal development (ZPD) and concept formation to describe the process of change in narrative therapy with children. In collaboration with the child client, the narrative therapist formalizes therapeutic concepts and submits them to increasing levels of generalization to create a ZPD. This study sought to determine whether the child's development proceeds through the stages of concept formation over the course of a session, and whether therapists' utterances scaffold this movement. A sequential analysis was used due to its unique ability to measure dynamic processes in social interactions. Stages of concept formation and scaffolding were coded over time. A hierarchical log-linear analysis was performed on the sequential data to develop a model of therapist scaffolding and child concept development. This was intended to determine what patterns occur and whether the stated intent of narrative therapy matches its actual process. In accordance with narrative therapy theory, the log-linear analysis produced a final model with interactions between therapist and child utterances, and between both therapist and child utterances and time. Specifically, the child and youth participants in therapy tended to respond to therapist scaffolding at the corresponding level of concept formation. Both children and youth and therapists also tended to move away from earlier and toward later stages of White's scaffolding conversations map as the therapy session advanced. These findings provide support for White's contention that narrative therapists promote child development by scaffolding child concept formation in therapy.

Inside Child Study Center, Chapman College, Orange, California

Children and teachers sitting around a table inside the Child Study Center, Chapman College, Orange, California.

Chapman College Child Study Center, Orange, California

Staff and children seated outside the Chapman College Child Study Center, North Center Street, Orange, California.

Chapman College Child Study Center, Orange, California

View of the front exterior of the Chapman College Child Study Center, North Center Street, Orange, California, 1979.

Chapman College Child Study Center play area

Chapman College Child Study Center playground, with three children on a tire swing.

Chapman College Child Study Center

Garage and play area at the Chapman College Child Study Center, Orange, California.

Chapman College Child Study Center play area, Orange, California

Chapman College Child Study Center play area, Orange, California

Professor Fred Smoller, Child Study Center, Chapman College, Orange, California

Professor Fred Smoller, Child Study Center, Chapman College, Orange, California, June, 1990.

Chapman College Child Study Center

Chapman College Child Study Center, North Center Street, Orange, California, June, 1990.

Child Study Center, Chapman College, Orange, California

Professor Fred Smoller, Child Study Center, Chapman College, Orange, California, June, 1990.

Chapman College Child Study Center

Renovation work on the Chapman College Child Study Center, Orange, California, ca. 1990.

Chapman College Child Study Center

Renovation work on the Chapman College Child Study Center, Orange, California, ca. 1990.

Chapman College Child Study Center play area

Playground area for the Chapman College Child Study Center, Orange, California, June, 1990.

A tale of two childhoods : the virtual child and the real child in Romania, 1970s and 1980s

This thesis deals with the everyday use of propaganda in Romania, between 1971 and 1989. It explores the way in which the propaganda discourse of the Romanian Communist Party was disseminated through popular culture artifacts targeting children: Pioneers' magazines, textbooks, Almanacs and moralizing stories. These artifacts configured the image of a model child, whose preoccupations complied with the requirements of the Romanian Communist Party and communicated a set of recommended practices, to be followed by Romanian children. At the same time, the thesis incorporates the response of the actual children to these desirable practices, and implicitly, their response to state propaganda.