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- Creators: School of International Letters and Cultures
- Creators: Tobin, Joseph
- Member of: Theses and Dissertations
- Member of: ASU Electronic Theses and Dissertations
Description
Autism Spectrum Disorder (ASD) is experienced in a variety of ways within families particularly among siblings with and without ASD. The effects of ASD on sibling relationships are integral to family life. While some studies have examined sibling relationships, research regarding sibling roles exhibited during play activities and social interactions is lacking. Further, siblings' voices are rarely revealed in research on play. In response to a need for greater understanding of the role of play among siblings impacted by ASD, this dissertation used a cultural historical activity theory lens to understand how play and social interactions evolved among siblings since childhood development is informed by access to and participation in play. Siblings may be considered actors with unique cultural histories as they create and re-create their own identities through play. In this study, an emphasis was placed on the complex processes siblings experience while locating their own niche with their families. The study focused on the use of a variety of tools, division of labor, the rules families utilized to interact and how these rules were disturbed. As a result, the study offers a more complete understanding of how play and social interactions affect the ways ASD impact siblings, families, and community members. This study provides holistic views of the development and impact of sibling play on identity development and relationships.
ContributorsPapacek, Amy M (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Tobin, Joseph (Committee member) / Swadener, Beth B (Committee member) / Arizona State University (Publisher)
Created2012
A bilingual, bicultural interpreter and researcher navigates blurry boundaries and intersectionality
Description
A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that took place in Japan and America. The analysis of these examples will bring to light the concept of taking on multiple roles, including graduate research assistant, interpreter, cultural mediator, and sociolinguistic consultant within a research project serving to uncover challenging personal and professional dilemmas and crossing boundaries; the dual roles, interpreter and researcher being the primary focus. This analysis results in a brief look at a thought provoking, yet evolving task of the researcher/interpreter. Maintaining multiple roles in the study the researcher is able to potentially identify and contribute "hidden" knowledge that may have been overlooked by other members of the research team. Balancing these different roles become key implications when interpreting practice, ethical boundaries, and participant research at times the lines of separation are blurred.
ContributorsHensley, Jennifer Scarboro (Author) / Tobin, Joseph (Thesis advisor) / Artiles, Alfredo (Committee member) / Horejes, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
The transition to kindergarten is a significant milestone for children and families in the United States. Education reform movements and early childhood policy initiatives have had significant impact on the transition process in recent years, and as a result, there is greater emphasis on promoting "ready children" for school. Previous research on the transition to kindergarten in the U.S. consists primarily of adult perspectives, examining parents and teachers' expectations for kindergarten and explicating their concerns about the transition. While adults impart important considerations about the transition to kindergarten, members of the early childhood community should also pay attention to children's perspectives as they too offer critical insight on getting ready for school. This dissertation foregrounds children's and experiences getting ready for and being in kindergarten, bringing attention their participation in transition activities and school routines. In addition, this study examines ways parents structure children's participation in transition activities and school routines to provide background information on children's experiences preparing for school. This study used data from a large-scale qualitative research project conducted in Arizona to understand children's experiences transitioning to kindergarten. Specifically, interviews with preschool-aged children, kindergarten-aged children, and mothers were analyzed to impart a deeper understanding of children's viewpoints becoming and being kindergarteners. Findings illustrate how mothers' understandings of kindergarten, and constructions of readiness have influence over the transition process. Moreover, findings offer thick descriptions of how children learn about kindergarten, make meaning of school rules and routines, and form membership within classroom communities of practice. Moreover, interpretations of children's viewpoints contribute nuanced understandings of situations that promote or hinder children's participation in transition activities, and subsequent engagement in kindergarten classrooms. This study contributes to the ongoing discourse on kindergarten readiness. The viewpoints of children and parents on getting ready for and being in kindergarten provide alternative perspectives, contributing to a more holistic understanding of the transition experience. Further, a key implication of this study is that children's perspectives be given due weight in practical, programmatic, and policy initiatives aimed at promoting positive and successful transitions to kindergarten.
ContributorsPeters, Lacey (Author) / Swadener, Beth Blue (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Weigand, Roberto (Committee member) / Arizona State University (Publisher)
Created2012
Description
Popular culture tends to downplay strong female characters to favor a plethora of male figures that children look up to as heroes. This creates a gender imbalance in exposure to inspirational characters that children can look up to as role models. For our team's creative project, we chose to write and illustrate a children's book mainly targeted at young girls, ages eight to twelve that focuses on the stories of selected female figures of Norse mythology. The five stories in our collection focus on the figures Frigg, Skadi, Elli, Idunn, and Freya and are inspired by the mythology contained in the Prose Edda by Snorri Sturluson and selected medieval texts on the Germanic Lombard tribe. Through our book, Women of Norse Myth: For Little Goddesses, we wanted to introduce children to Norse mythology, a branch of myth that is often overshadowed by more popular mythologies such as Roman and Greek. Additionally, our goal was to bring light to the female figures within Norse myth that are generally given less attention than their male counterparts. Keeping in mind these goals, the stories were adapted from the original myths in a manner that would be suitable for a young audience as well as our aim for female empowerment. The final manuscript contains an introduction to Norse cosmology, introductions to the figures, a glossary of Norse terms used, and the illustrated stories themselves. Together with our combined talents, interests, and goals, Women of Norse Myth: For Little Goddesses was completed, and we hope that someday it can be published and serve as a fun and inspiring storybook for children to read and learn from.
ContributorsFarine, Brittany (Co-author) / Muth, Margaret (Co-author) / Youngjohn, Trystan (Co-author) / Alexander, John (Thesis director) / Wells, Cornelia (Committee member) / Department of English (Contributor) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.
ContributorsBromich, Bobbi Lynn (Author) / Pina, Armando (Thesis director) / Presson, Clark (Committee member) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The ‘draw and write’ research technique was developed as a bottom-up approach to gaining access to children’s ideas, experiences, and views of the world around them in areas such as health, education, and social issues. While the technique may allow children to participate in research in a way that is less restrictive than other techniques, many critique the method for its adverse ethical concerns, validity, and issues of interpretation and analysis. This article reviews the ‘draw and write’ research technique and its common critiques as well as offers a case study of the ‘draw and write’ technique, performed with children in Acatenango, Guatemala, in order to validate the accuracy of the ‘draw and write’ technique in depicting specific quantitative results.
ContributorsJones, Danielle Lynn (Author) / Maupin, Jonathan (Thesis director) / Hackman, Joe (Committee member) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This dissertation discusses the findings of an ethnographic exploratory study of Turkana nomadic pastoralist children's sociocultural practices of their everyday lifestyles and science curriculum and instruction in Kenyan early childhood curriculum. The study uses the findings from Turkana elders to challenge the dominant society in Kenya that draws from Western education ideology to unfairly criticize Turkana traditional nomadic cultural practices as resistant to modern education. Yet Turkana people have to rely on the cultural knowledge of their environment for survival. In addition, the community lives in abject poverty caused by the harsh desert environment which has contributed to parents' struggle to support their children's education. Cultural knowledge of Turkana people has received support in research demonstrating the role cultural lifestyles such as nomadic pastoralism play as important survival strategy that enable people to adapt to the harsh desert environment to ensure the survival of their livestock critical for their food security. The study documented ways in which the Kenya national education curriculum, reflecting Western assumptions about education, often alienates and marginalises nomadic children, in its failure to capture their cultural Indigenous knowledge epistemologies. The research investigated the relationships between Turkana children's sociocultural practices of pastoralist lifestyles and the national science curriculum taught in local preschools and first grade science classrooms in Kenya and the extent to which Turkana children's everyday life cultural practices inform science instruction in early childhood grades. Multiple ethnographic methods such as participant and naturalistic observation, focus group interviews, analysis of documents, archival materials, and cultural artifacts were used to explore classrooms instruction and Indigenous sociocultural practices of the Turkana nomads. The findings from the elders' narratives indicated that there was a general congruence in thematic content of science between Turkana Indigenous knowledge and the national science curriculum. However, Turkana children traditionally learned independently by observation and hands-on with continuous scaffolding from parents and peers. The study recommends a science curriculum that is compatible with the Indigenous knowledge epistemologies and instructional strategies that are sensitive to the worldview of nomadic children.
ContributorsNg'asike, John Teria (Author) / Swadener, Beth B. (Committee member) / Luft, Julie (Committee member) / Tobin, Joseph (Committee member) / Brayboy, Bryan (Committee member) / Arizona State University (Publisher)
Created2010
Description
The purpose of this study was to examine the validity of a modified Assisted Cycling Therapy bicycle for improving depression in children with Down Syndrome (DS). Seven participants completed 2x/week for 8 weeks, 30 minutes at a time of ACT, in which participants’ voluntary pedaling rates were augmented via the bicycle motor, ensuring that they were pedaling at a rate greater than their self-paced rate. Depression was measured using a modified version of the Children’s Depressive Inventory, called the CDI-2. Our study demonstrated that the scores from the CDI-2 decreased, demonstrating less depressive symptomatology after the conclusion of the 8 week intervention. Our results were interpreted via our model of the mechanisms involved in influencing the success of ACT. Future research would include a greater sample size, a more relevant measure of depressive scores, and a consistent data collection environment. However our initial pilot study showed promising results for improving mental health in children with DS.
ContributorsErramuzpe, Sarah (Author) / Ringenbach, Shannon (Thesis director) / Yudell, Michael (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / College of Health Solutions (Contributor)
Created2023-05
Description
Sufficient sleep in childhood is fundamental to proper development as well as preventing behavioral or emotional complications later in adulthood (Gregory & Sadeh, 2012; Bruni, 2010). Sleep is controlled by a 24-hour cycle of hormonal regulation termed the circadian rhythm, which is controlled by different environmental inputs such as light (Reppert & Weaver, 2002). Previous research has also demonstrated that light exposure at night can delay the night phase production of specific hormones that promote sleep (Zeitzer, Dijk, Kronauer, Brown, & Czeisler, 2004; Chang, Aeschbach, Duffy, & Czeisler, 2015), which in turn delays sleep onset. Such studies involving the effects that light may have on sleep have focused on adult subjects, however, and it is important to explore this idea in childhood to promote proper development. The first aim of this study was to examine the effects of light exposure in the hour before bedtime on different measures of sleep in middle childhood. The second aim was to determine the genetic and environmental contributions to light exposure and sleep. A diverse sample of 490 twin children was assessed at 8 years of age. Twins followed a week long protocol in which they wore actigraph watches that collected data on both light and sleep. Zero-order correlations with subsequent multilevel regression analyses showed that any light exposure in the hour before bedtime was significantly positively associated with sleep onset latency. Twin intraclass correlations indicated no heritability for light exposure, but did indicate some heritability ranging from 7-66% for the sleep indicators. Overall, these findings regarding the impacts of sleep in childhood build upon an area of research that has only been explored in adulthood. These impacts of light on sleep in childhood suggest that possible interventions ought to be explored for implementation to minimize the long-term effects of altered sleeping patterns in childhood.
ContributorsScheel, Sydney Elise (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Clifford, Sierra (Committee member) / School of Molecular Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The rate of vaccinations has been consistently decreasing in the past years in children of ages 0-18. Multiple factors and barriers contribute to these low rates. This comparative case study investigated the accessibility of information regarding childhood vaccinations to parents in areas with differing poverty levels in the greater Phoenix region, specifically in the West Valley, Downtown Phoenix, and the East Valley. Pediatric clinics, public elementary schools, and public libraries were visited in each area to assess how much information was available where. The analysis produced unexpected results: the West Valley, which had the highest poverty level, contained the most amount of accessible information for parents in many languages, while the East Valley, with a low poverty level, had almost no information accessible to parents of these children. Implications for future research, policy, and practice are discussed. Based on these unexpected results, one recommendation is to develop a pamphlet that could be distributed to these public places to raise awareness of the importance of vaccinations in children to parents.
ContributorsShah, Veedhi (Author) / Bates, Denise (Thesis director) / Castillo, Elizabeth (Committee member) / College of Health Solutions (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05