Intellectual Maturity in Nigerian Primary School Children

This study was done with the aim of assessing the intellectual maturity of children attending typical free primary schools in Ibadan. Human figure drawings produced by 416 boys and 766 girls attending two non-fee paying primary schools were scored using the scoring system introduced by Koppitz. Data analysis shows that intellectual maturity, measured by the scores on the human figure drawings, is significantly related to age. In addition there is a significant interaction between age and sex: girls tend to score higher than boys at certain ages. The findings are discussed in relation to the effects of age, sex and social class, and the use of human figure drawings to measure intellectual maturity.

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Effects of Socioeconomic Differences on the Sophistication of Nigerian Children's Human Figure Drawings

Perceptual and Motor Skills ◽

10.2466/pms.1986.62.3.771 ◽

1986 ◽

Vol 62 (3) ◽

pp. 771-774 ◽

Cited By ~ 3

Author(s):

K. Pfeffer ◽

A. Olowu

Keyword(s):

School Children ◽

Low Income ◽

Socioeconomic Differences ◽

Body Parts ◽

Middle Income ◽

Low Income Children ◽

Human Figure ◽

Human Figure Drawings ◽

Figure Drawings

Drawings of a man and a woman were obtained from 125 Yoruba school children from middle and low income schools. Comparisons based on over-all shape and proportion of figures, inclusion of and position of body parts, and inclusion of clothes and fine details were made between subjects of middle and low income. Middle-income children drew more realistic figures than low-income children based on all the measured criteria. Findings were related to differences in socialization. Implications for education were also discussed.

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Age and Sex Differences in Fundamental Movement Skills Among a Cohort of Irish School Children

Journal of Motor Learning and Development ◽

10.1123/jmld.2017-0003 ◽

2018 ◽

Vol 6 (1) ◽

pp. 81-100 ◽

Cited By ~ 13

Author(s):

Lisa E. Bolger ◽

Linda A. Bolger ◽

Cian O’ Neill ◽

Edward Coughlan ◽

Wesley O’Brien ◽

...

Keyword(s):

Sex Differences ◽

Primary School ◽

School Children ◽

Motor Development ◽

Primary Schools ◽

Primary School Children ◽

Older Children ◽

Object Control ◽

Control Score ◽

Age And Sex

The purpose of this study was to assess the fundamental movement skill (FMS) proficiency of Irish primary school children relative to age and sex. Data collected were baseline measures forProject Spraoi, a physical activity (PA) and nutrition-based intervention. Participants (N = 203) were senior infant (n = 102,Mage: 6.0 ± 0.4 years) and fourth class (n = 101,Mage: 9.9 ± 0.4 years) children from three primary schools in the south of Ireland. FMS testing was conducted using the Test of Gross Motor Development-2 (TGMD-2), assessing six locomotor and six object-control skills. Analysis of variance (ANOVA) was used to assess age and sex related differences in FMS proficiency. Older children scored significantly higher than younger children in both locomotor (p < .05) and object-control score (p < .05). Boys scored significantly higher than girls in object-control score (p < .05), while girls scored significantly higher in locomotor score (p < .05). FMS levels among Irish primary school children are similar to children worldwide, with age and sex differences evident. Early interventions, aimed at improving FMS, are warranted among Irish primary school aged children as greater proficiency is related to greater PA participation and numerous health benefits.

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Primary school games and play as inclusive/exclusive situations

Ágora para la Educación Física y el Deporte ◽

10.24197/aefd.2-3.2017.158-176 ◽

2018 ◽

Vol 19 (2-3) ◽

pp. 158

Author(s):

Valeria Varea ◽

Sithembile Ndhlovu

Keyword(s):

Content Analysis ◽

Data Analysis ◽

Primary School ◽

School Children ◽

Primary Schools ◽

New South ◽

New South Wales ◽

Primary School Children ◽

Analysis Approach ◽

South Wales

The purpose of this study was to explore how primary school children include or exclude their peers in play. Two primary schools in Armidale, New South Wales, Australia, participated in this project. Observations and interactional interviews were used to collect data, and a content analysis approach was used for data analysis. Results suggest that participants employed various strategies to exclude some of their peers from play. It was also established that exclusion may be utilised for purposes of establishing or maintaining friendships among children. Findings of this study have implications on the strategies adopted by adults seeking to promote inclusion in children’s play.

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