Age and Sex Differences in Motor Performance of 3 through 6 Year Old Children     

Arlene M. Morris  Jean M. Williams  Anne E. Atwater  Jack H. Wilmore 《Research quarterly for exercise and sport》2013,84(3):214-221

Abstract

This study examined the relationship of age and sex to the performance of 3, 4, 5, and 6 year olds on seven motor performance test items. Although significant age and sex differences were found on most of the motor tests, it appears that age generally was related more to performance than was gender. Overall, change with age was fairly linear except perhaps for balancing and a general tapering in improvement in the 5 to 6 year old category. On the tests of throwing and balancing, gender was as important as age, or more so, in its relationship to performance. Boys were superior to girls at all ages on the throwing tests; girls were superior to boys at age 6 on the Balance test. Gender differences of a lesser magnitude were found on the Speed Run and Standing Long Jump tests with the performance of boys generally being superior to the performance of girls. Thus, it appears that gender differences in motor performance occur as early as the preschool years. Interestingly, except for the Balance test, on all the tests the 3 and 4 year old boys performed similarly and the 5 and 6 year old boys performed similarly. For the girls there were more significant differences from year to year in performance, with the data generally indicating at least three distinct skill groups for girls from age 3 to 6.  相似文献   

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years     

Espy KA  Molfese DL  Molfese VJ  Modglin A 《Annals of dyslexia》2004,54(1):9-38

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.  相似文献   

The Web and information literacy: scaffolding the use of web sources in a project-based curriculum     

Marion Walton  Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186

In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain.  相似文献   

The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study     

Klara Øverland  Arlene Arstad ThorsenIngunn Størksen 《Teaching and Teacher Education》2012,28(3):312-323

This Q methodological study explores beliefs of daycare staff and teachers regarding young children’s reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint “Child problems” believe that children show various emotional and behavioral problems related to divorce, while those on the “Structure is working” viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs.  相似文献   

LETTERS TO THE EDITOR     

Richard P. Smiraglia  Arlene G. Taylor 《Cataloging & classification quarterly》2013,51(8):760-763

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A Review of “Charleston Conference Proceedings 2007”     

Arlene Moore Sievers-Hill 《资料收集管理》2013,38(1):50-51

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Letter knowledge, phonological processing, and print knowledge: skill development in nonreading preschool children     

Molfese VJ  Modglin AA  Beswick JL  Neamon JD  Berg SA  Berg CJ  Molnar A 《Journal of learning disabilities》2006,39(4):296-305

Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool (Get Ready to Read). It was anticipated that participants might show slow skill development. However, the identification of a large group of children (n = 30) who made little or no gains in letter identification compared to their classmates (n = 27), whose gains averaged 7 letters, was not anticipated. Fall to spring gains in letter identification correlated with phonological processing, rhyme detection, environmental print, and Get Ready to Read! scores. Age and general cognitive skills influenced performance on some tasks. More knowledge of the characteristics of children who show the most variations in skill development may lead to insights on using classroom curriculum to focus on skill development.  相似文献   

Safe and sound     

Arlene Rosen Pike 《Early Childhood Education Journal》1976,4(2):14-15

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Gandhi and Mao on manual labour in the school: A retrospective analysis     

Mathew Zachariah  Arlene Hoffman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):265-282

Mahatma Gandhi's views on relating the world of formal education to the world of work were developed first in his experimental ‘Tolstoy Farm’ in South Africa. On his return to India, Gandhi insisted that a required manual labour component in the curriculum would help regenerate India's village economy, develop in India's children a deeper understanding of India's cultural roots, motivate children to relate ‘book learning’ to life in society, and destroy invidious caste distinctions. The major proposals and suggestions in Gandhi's writing will be discussed in the context of his hopes for using schooling as an agent of progress in India. Mao Ze-Dong's views, on the other hand, were developed in the context of his Yenan experience in the 1930s, i.e. the decision to consolidate a power base in the interior of China before waging a class war against the landlords and capitalists of China. Mao's views were also, to some extent, rooted in the Chinese reality of stagnant, poverty-stricken rural areas. But, Mao's writings indicate that Marxist hopes to relate theory and practice (as understood in dialectical materialism) and to ensure that everyone participated in mental as well as manual labour in a socialist society had led him to formulate his proposals. Both Gandhi's and Mao's views and proposals have been more or less abandoned in India and China respectively. The similar and dissimilar reasons which led to such a fate are examined in this retrospective analysis.  相似文献   

Key actions of successful summer research mentors     

D. Raj Raman  Brandi N. Geisinger  Mari R. Kemis  Arlene de la Mora 《Higher Education》2016,72(3):363-379

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