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1.
运用测试法和数理统计法,对怀化市市区和麻阳县、通道县3～6岁幼儿的身高、体重、坐高、胸围、皮褶厚度进行测试,并对城乡同龄幼儿的身体形态进行对比分析.结果表明:(1)2010年怀化市城乡3～6岁幼儿身体形态的生长发育,总体上符合3～6岁幼儿期生长发育的一般规律,身高、体重、坐高均随着年龄的增长呈上升趋势,其身高的增长主要以下肢为主;(2)2010年怀化市3～6岁男幼儿身高、体重、坐高的增长速度大于同龄女幼儿,男幼儿的骨骼发育、人体纵向高度的生长和胸围发育的水平比同龄女幼儿好;(3)2010年怀化市3～6岁乡村男幼儿的身高都大于城镇男幼儿,乡村幼儿的人体充实度和密度大于城镇幼儿,乡村女幼儿坐高增长速度优于城镇女幼儿,乡村女幼儿的皮褶至4岁时最大,而城镇女幼儿3岁时最大. 相似文献
2.
《黄冈职业技术学院学报》2016,(5):93-96
通过对2014年连云港市国民体质监测3~6岁幼儿人群数据的系统分析,结果显示:3~6岁幼儿体质合格率较江苏省和全国下降明显,身体形态指标(身高)较江苏省略有下降,而与全国相比,身高、体重、胸围指标随年龄的增长不断增加,且均高于全国水平。幼儿皮褶厚度(上臂、肩胛、腹部厚度)随年龄的增长逐渐提高,且各年龄段均低于全国水平。身体素质指标与全国相比,立定跳远、坐位体前屈、走平衡木等素质有下降趋势,10米折返跑等身体素质随年龄的增长而不断提高。幼儿各个年龄段的安静心率均高于全国监测数据,并大致呈现出随年龄增大而减少的趋势,幼儿肥胖率大幅度下降。 相似文献
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4.
《佳木斯教育学院学报》2018,(9)
本文通过对城镇幼儿的身高、体重、坐高、胸围、皮褶厚度等基本指标和坐高指数、胸围指数、克托莱指数等派生指标进行测量和分析,旨在为了解幼儿的营养和健康状况提供一定的参考。 相似文献
5.
《赤峰学院学报(自然科学版)》2021,(6)
探讨大学生皮下脂肪率,对大学生群体进行生物学研究,评估他们的体质指数,从而为改善大学生体质提供切实有效的数据,为增进大学生体质、改善机体健康提出科学的建议。本文采用人体测量的方法,对赤峰学院生物专业286名大学生进行皮褶测量,获得其身高、体重以及肱三头肌、腹部、大腿部和肩胛下角部的皮褶厚度数据,并进行分析研究。 相似文献
6.
通过运用文献资料调研、问卷调查、数理统计方法对国民体质综合指数落后地区的成年人体质状况进行研究,选取国民体质综合指数落后的六盘水市为调研对象。结果显示:从总体来看,国民体质综合指数落后的六盘水市成年人的体质综合评分较高,体质评价在合格及其以上的人数较多;在形态指标方面,男性成年居民在身高、体重、胸围、腰围方面大于女性成年居民,而在上臂皮褶厚度、肩胛皮褶厚度、腹部皮褶厚度方面,女性成年居民要大于男性成年居民;在机能指标方面,六盘水市成年人脉搏、血压都在正常范围内,女性居民的心肺功能要好于男性成年居民;在身体素质指标方面,六盘水市成年居民身体素质整体较好,而男性居民身体素质总体上要强于女性。倡导成年人加强体育锻炼,旨在提高国民体质综合指数落后地区的指数水平,更科学地指导国民体质综合指数落后的六盘水市成年人进行体育锻炼,促进该市的经济建设、社会发展及人们健康生活质量的提高。 相似文献
7.
王萍 《中国科教创新导刊》2013,(7):117-118,120
为了探究广东石油化工学院学生体型与体质之间的关系,本文依照体质健康评分标准中身高标准体重指数对不同身高标准体重学生的各项体质测试成绩进行单因素方差比较分析,结果表明：男、女生各体重组体质测试成绩中,体重偏轻的成绩好于体重偏重的成绩,特别是发现营养不良反而有利于学生的体质测试成绩,这对未来进一步研究提供了思考方向。 相似文献
8.
一、研究对象与方法1.研究对象:延安四中高二学生978名,有效样本961名,其中男生492名,女生469名。2.研究方法(1)测试法:在2004年5—6月对学生进行《标准》测试,测试项目为六项,其中身高、体重、肺活量为必测项目,选测三项为立定跳远、台阶试验和握力。(2)文献资料法:《标准》手册,查阅相关体质健康测试内容的文献资料。(3)数理统计法:对所测的数据进行统计学常规处理。(4)问卷调查法二、结果与分析1.体质健康状况(1)身体形态:(测试结果见表1)表1身高标准体重测试结果从测试结果来看,男生的平均身高170.8±5.8cm,平均体重64.45±7.28kg;女生… 相似文献
9.
上海市幼儿体质测查小组对市区和郊县53所不同类型的幼儿园、托儿所2100多名幼儿作了形态、机能和基本体育活动能力三个方面19个项目测查.一、体格发育水平全面提高,市区幼儿有肥胖与横向发展的趋势.1.测查结果:上海地区幼儿体格发育是以1975年5项指标正常值为标准的.从这次测查结果来看,上海地区3～6岁幼儿的5项形态发育水平比1975年均有所提高.2.体重、胸围与身高的比例关系:市区男、女孩身高从3～6岁三年中平均增长值低于1975年,而体重、胸围三年中平均增长值则超过1975年.为此,我们对各年龄组的体重与身高的比例(克托莱指数: 相似文献
10.
对邢台市普通居民参加体育锻炼的基本状况进行问卷调查,并对身高、体重、肺活量、握力、立定跳远和台阶试验等反映体质状况的指标进行测试,统计测试数据,将其结果与2005年河北省国民体质监测数据进行比较,初步掌握邢台市居民体质现状及其存在的问题. 相似文献
11.
Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later
difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant
phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around
5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production
abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also
holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children
at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to
whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and
whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children
with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were
at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but
reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed
children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech
errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course
of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory
were also explored, and appear to account for some of these findings. 相似文献
12.
This study examined the effects of a 120-hour preschool training course on caregivers’ behavior and children’s development in early-years settings. Sixteen caregivers attending this training course and 17 comparison caregivers were assessed on a measure of caregiver sensitivity in the child-care centers in which they were employed. Sixty-eight children, two from each center, were assessed for social and cognitive competence. Both the training and comparison caregivers and children were observed before and after the former group attended the training course. Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment. The children in their care made significant gains in complex social and cognitive play from pre- to post-training. The comparison group adults and children showed no significant improvements from pre- to post-test times. 相似文献
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14.
Trait Understanding or Evaluative Reasoning? An Analysis of Children''s Behavioral Predictions 总被引：3，自引：0，他引：3
This study tested the hypothesis that in predicting the future behavior of an actor, older children rely on trait inferences, whereas younger children rely on global, evaluative inferences. Vignettes depicting actors engaging in trait-relevant behaviors were presented to 5- and 6-year-olds (N = 67) and 9- and 10-year-olds (N = 71). For each actor, children made predictions of future behavior, evaluated the goodness and badness of the actor, and rated each actor on a relevant trait. A mediational analysis found that the behavioral predictions of older children were mediated solely by trait ratings, whereas those of younger children were mediated by evaluative ratings. Furthermore, unlike older children, younger children made trait-like predictions only when they made an evaluation of the actor. These results suggest that young children utilize evaluative reasoning when making behavioral predictions, and therefore rely on an inferential process that is distinct from that of older children. 相似文献
15.
This research informs two questions; in what ways do teachers distinguish between children, and, how do these perceived differences relate to the provision for learning made for children in practice in classrooms? A sample of three teachers of 5‐7 year‐olds had their classroom action videotaped. The technique of stimulated recall was used to collect data on teachers’ thinking on action as taped. Findings were that all three teachers made considerable distinctions at the conceptual level between the children. They did not make distinctions at the level of planning activities and in providing materials, nor were there significant differences in interaction patterns between each teacher and their target children. The study raises a number of questions relevant to understanding life in classrooms and to the improvement of practice. 相似文献
16.
汉语阅读障碍儿童与普通儿童朗读错误研究 总被引：1，自引：0，他引：1
为反映汉语阅读障碍儿童朗读的特点,采用错误分析技术,对10名汉语阅读障碍儿童和10名普通儿童的朗读错误进行了系统的分析.结果发现:汉语阅读障碍儿童朗读流畅性与准确性都低于普通儿童,朗读中的替代错误、添加错误、省略错误都显著多于普通儿童.而二者在颠倒错误上的差异不显著.在替代错误中,音似、形似、语义及无关替代显著地多于普通儿童.与普通儿童相比,汉语阅读障碍儿童的朗读问题主要表现为错误数量更多,而不是表现为错误类型上的特点.最后结合研究发现对阅读障碍的诊断与干预提出了建议. 相似文献
17.
5- and 6-year-old children made inferences about the spatial locations of animals and people in a series of 3 experiments. The tasks employed manipulable models to represent the spatial relations involved and were made as simple as possible. 2 levels of inferential behavior were found. The first constituted the ability to draw an inference consistent with information given, but with minimal understanding of the way in which inferences can assist in decisions between alternative outcomes. At the second level, children succeeded in discriminating inferences which were logically necessary from those which were merely consistent with the premises. Most 5-year-olds were at the first level, most 6-year-olds at the second level. 2 criteria for the identification of young children's behavior as inferential were established, and the results of the present study were discussed in terms of recent related work with both younger and older children. 相似文献
18.
J. Collins 《Learning, Media and Technology》1990,16(1):31-39
This study sought to establish children's interest in TV ads, what credence they gave to claims made, and to what extent ad preferences had a bearing on presents bought for children. A sample of over 200 9‐ and 10‐year‐olds in the Belfast area completed a 10‐item questionnaire shortly before Christmas 1988. Findings showed that ads highlighting action and humour were popular with children, that they were sceptical about claims made in the ads, and that there was little relationship between TV ads and presents bought for children. This article relates to Chris Crouch's “Television and Primary Schoolchildren in Northern Ireland. 1. Television Programme Preferences” in the last issue of this Journal. While the research samples used are different, both articles follow a similar format in exploring the views of children in Northern Ireland and the television they watch. 相似文献
19.
Nerida F. Ellerton 《Educational Studies in Mathematics》1986,17(3):261-271
As part of a large scale mathematics study, students were asked to make up a mathematics problem that would be difficult for a friend to solve. They were also asked to solve the problem themselves. A sub-sample of 11- to 13-year-olds was interviewed while they worked through the items in the study.The problems made up by a group of eight more able and eight less able children from this sub-sample are reported here, together with the comments the children made during the interviews about their respective problems.The results highlight features of the problems made up by the two groups of children. In general, the more able children made up problems of greater computational difficulty, with more complex number systems and with more operations than their less able peers. In addition, there is evidence to suggest that the more able students planned their problems and were able to work out the answer, while their less able peers had difficulty with both the planning and the solution of their own problems.As the substance and style of the problem made up by each child uniquely reflects that child's mathematical experiences and ideas, the made up problem is a particularly useful tool for studying mathematically talented children for whom routine tasks are usually completed quickly and accurately. 相似文献
20.
Arrows of time in early childhood 总被引：1，自引：0，他引：1
Friedman WJ 《Child development》2003,74(1):155-167
Three studies with 149 children were conducted to provide information about development of the perception of temporally unidirectional transformations, such as dropping blocks or breaking a cookie. Children 3.5 through 6.5 years of age compared forward and backward videotapes of events or made individual judgments of what would happen if the actions were attempted. Even children 3.5 to 4.5 years of age recognized the anomaly of backward versions of gravity and separation events. In addition, relatively few children predicted impossible transformations in the prediction task. The results show that young children, like adults, are sensitive to the unidirectional nature of varied transformations. 相似文献