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    A study of some aspects of classification and grouping : a thesis presented in partial fulfilment of the requirements for an M.A. paper
    (Massey University, 1975) Jenkins, Annette Patricia
    This investigation is concerned with how children group objects and with the underlying rules they may use to categorize experience. The sample consisted of three hundred and twenty children with equal numbers of boys and girls in each group of eighty, five, eight, ten and twelve year olds. Subjects were given two free sorting tasks using attribute blocks and an array of everyday objects. Verbal explanations were recorded. Developmental trends were sought in terms of the numbers of groups formed (discrimination), criteria chosen as the basis for grouping, and the potency of stimulus material as a possible determinant of criteria. The differences in logical sorting, pattern making and figural arrangements were examined and also found to be age rather than sex related. Language responses showed increasing sophistication in criterial choice and in the ability to explain groupings. Highly significant results were obtained showing age related trends for all groups. Younger subjects formed more groups which they were less able to explain than older children. Younger children showed more responses with partial logic and simple pairing of objects, and they also formed groups on the basis of perceptible (colour, shape, size), while older children used more functional criteria (use). Older subjects showed greater stability in logical grouping and formed fewer groups, each with more objects. Attribute blocks evoked more geometric pictorial and pattern making in younger children than did array materials. Significance was not found for any of the independent variables except age. These included sex, age, parental occupation, size of family, position in the family, pre-school and school attendance.
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    Sex role development in girls : a cognitive theory : a thesis presented in partial fulfilment of the requirements for the degree of master of Arts in Education
    (Massey University, 1971) Garrett, Denis
    This study reviews current theory and research relevant to the sex role development of girls. It starts with some examination of the explanation of motive in identification, and then looks at the way in which theories of identification typically account for sex differences is personality and development. This argues that all conventional theories of identification are tied, in one way or another, to drive reduction theory; if an intrinsic motivation theory is assumed, then identification as a consequence of secondary reward value need not be adduced. Some difficulties of explaining sex role development in girls on conventional theory are examined before moving to the social context. Society is assumed to be typically seen as according male status more reward. This has consequences for sex role preference theory and research, which are examined. Data on sex differences (both cognitive and personality) are reviewed in order to elucidate the nature of any theoretical account of the differences. Two significant related theories are reviewed and evaluated; those of Lynn and Kohlberg. The latter providing a theory of sex role learning on a Piagetian basis. However, both theories are argued to be defective in omitting or understaning the role of siblings and peers in sex role learning; theory and research in these fields is noted. A specific (and somewhat new) sequence is proposed for important peer-interaction differences between boys and girls. Included in some more explicit hypotheses is one (on sex differences in intelligence-test behaviours) of interest to educators.
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    Playing in the zone : a Vygotskian interpretation of young children's television-inspired play and talk : a thesis presented in partial fulfilment of the requirements for the Masters Degree of Education at Massey University
    (Massey University, 1999) Brennan, Margaret
    Children's 'representational play' has been extensively acknowledged as contributing to early learning and development. This qualitative case study examined a specialised form of representational play prompted by children's television watching. Participants involved children over the age of 3 years attending a community based childcare centre in a city in New Zealand. The study was carried out over a period of 2 weeks and employed 'naturalistic, observational' and 'stimulated recall' techniques during data collection. Children's 'television play' and talk became both the focus of the investigation and the unit of analysis. The original focus of Superhero play was extended to include other forms of television play that emerged as dominant themes within the studied centre. Vygotsky's sociocultural theory of learning was used as a theoretical tool for analysis with special attention given to Vygotsky's concepts of 'intersubjectivity' and 'cultural tools.' Intersubjectivity was defined and discussed in relation to children's appropriation of 'cultural tools' during representational play. A Vygotskian focus necessitated embedding these concepts within Vygotsky's wider theory of learning and development. Vygotsky's concept of the 'zone-of-proximal development' therefore was also considered in regard to 'television related play and talk'. Nelson's (1986) concept of 'scripts' was examined as Vygotsky viewed language as a primary 'mediating tool' that significantly contributed to children's intersubjective understandings. This study concluded that 'Superhero play' and other forms of television play are the outcome of children's appropriation of sociocultural influences. The study's conclusion supported Vygotsky's theory of development that sees learning as occurring as the result of children's 'internalization' and 'appropriation of cultural tools'.
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    An appraisal of sex-role development in New Zealand boys: A dissertation presented to the Faculty of Social Science, Massey University, New Zealand, in partial fulfilment of the requirements for the degree Doctor of Philosophy
    (Massey University, 1968) Houston, Hugh Stewart
    A growing literature attests to the importance of sex-role identification as a crucial component in the structuring of personality. Much has been written, too, concerning the significance of interpersonal relationships in the development of sex-role. Surprisingly, however, little has been done to examine the process of the acquisition of a sex-role identity in either males or females. Past research has been heavily committed to the study of parent effects on children's sex-role development at a variety of ages. The parent-affects-child paradigm is viewed, for present purposes, as conceptually threadbare, for within the numerous approaches which it has embraced, the influence - even the existence - of any model other than the parent has been consistently ignored. The study is devoted to some aspects of sex-role development in a sample of New Zealand boys of primary school age i.e. between ages five and twelve. It breaks with the conventional; for it reports upon sex-role identification (a) in a familial context and (b) at three different age-levels. The work is presented in three parts. Part A deals with theoretical considerations which are relevant to the present study. Prior to an examination of sex-role identification, problems which arise from the diverse uses to which the term 'identification' is put are discussed. There is good reason for this ordering: identification is conceptualised as generic, sex-role identification as one of its derivatives. Although it is the derivative which is of primary concern in this study, discussion of the overarching concept cannot be precluded.
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    Finding a place for music therapy practice in a hospital child development service : research exegesis in partial fulfilment of the requirements for the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2012) McGann, Helen Sian
    Development Service (CDS) in New Zealand, looking at the issues involved in setting up this practice during a student placement over a period nine months. The research is an exploratory case study (Yin 2009) which aims to identify issues through secondary analysis of clinical documentation, using thematic analysis to code and analyse the clinical data. Five core issues were revealed which included: working with team members, interacting with the children’s family, issues in the implementation of the intervention, reflections on the student’s experience and working within hospital policies and procedures. A case vignette is used to describe an example of arising issues and important factors when working with team members and family. The results of the study suggest that service development is a complex process, showing the importance of collaboration within the multidisciplinary team and involving family members in sessions. In terms of beginning a new music therapy practice in this specific setting, it was found that music therapy was filling a gap in what the child development team could provide. It was also found that there are several factors to consider when establishing a paid position within the service. It is important to create a balance between working within the medical framework philosophy of the hospital and providing a holistic and an empathetic level of care for the families. The project aims to inform other music therapy practitioners and students beginning or establishing work in new settings.
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    The effect of prenatal exposure to methamphetamine on children's executive functioning at age 4 : a thesis presented in partial fulfilment of the requirements for a degree of Master of Educational Psychology at Massey University, Albany, Auckland, New Zealand
    (Massey University, 2011) Thompson, Justine
    The use of methamphetamine, a highly addictive stimulant drug, during pregnancy is an increasing problem in New Zealand. However, at present, little is known about the effect of methamphetamine in utero on child development. The aim of this study was to assess the effect of prenatal methamphetamine exposure on preschool measures of executive function among 4-year-olds. To address this aim, 25 children who had been prenatally exposed to methamphetamine, and 25 control children who were matched for all other environmental and drug exposure-related variables, were assessed on three performance tests of executive function; the Day/Night task, the Bear/Dragon task and the Gift Delay (wrap) task. In addition, mothers or caregivers of these children completed the BRIEF-P measure of child executive functioning. Children who were exposed to methamphetamine in utero were rated as exhibiting significantly more executive functioning difficulties on the BRIEF-P scale than controls and also demonstrated a trend towards poorer performance on the Day/Night task. However, the methamphetamine-exposed children performed better than controls on the Gift Delay (wrap) task and no differences were found for the Bear/Dragon task with performance close to ceiling for both groups. The results of the study indicate that prenatal exposure to methamphetamine in the context of a range of environmental risk factors may influence certain aspects of executive function development in preschool-aged children and suggest that additional studies with larger sample sizes are warranted.
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    Successful social skills : designing a way of learning non-verbal communication skills : a thesis submitted for the degree of Master of Design, Massey University, Wellington, New Zealand
    (Massey University, 2007) Blair, Tracey
    This research identifies, and respond to, the particular challenges of teaching social skills to children with autistic characteristics, specifically in this case Asperger’s Syndrome (AS). For most children the process of understanding and developing non-verbal communication begins early in childhood. For children with AS this is not the case and non-verbal communication needs to be taught to them. This project provides support for the educators of children who require assistance in the social skills area. This has been achieved with a structured interactive computer prototype. This prototype has been designed with consideration for the unique cognitive attributes and sensory issues that AS individuals encounter. A visual language has been used to identify the routine of an everyday event, and to introduce the concept of change within this routine. The result provides these individuals with the most productive environment for learning.