scholarly journals Inicjatywy opiekuńcze i oświatowo-wychowawcze łódzkiej społeczności żydowskiej w latach I wojny światowej – Przytulisko dla Dzieci Wyznania Mojżeszowego

2018 ◽  
pp. 21-35
Author(s):  
Joanna Sosnowska
Keyword(s):  
School Children ◽  
Vice President ◽  
Physical Development ◽  
Organized Activities ◽  
Jewish Women ◽  
Social Activist ◽  
Charitable Organizations ◽  
Polish Language ◽  
Medical Section ◽  
The Great War

In 1914–1918, the Łódź Jewish community organized activities for children and teenagers in more than ten social and charitable organizations and institutions. Some of them were established even before 1914, some were opened during WWI. The Shelter for Jewish Children was among the centres operating during the difficult war times and dating back to the time before the Great War. The Shelter was established on the initiative of Sara Poznańska, wife of Maurycy Poznański, a prominent Jewish industrialist and social activist in Łódź. Members of the Board of the new institution included rich, middle class Jewish women, factory owners and merchants. In 1917, they were joined by S. Poznańska as President, Maria Hertzowa as Vice-President, Stefania Hirszbergowa as Treasurer and Paweł Becker as Secretary of the Board. Several sections were identified in the Shelter with different functions in mind: the Pedagogical, Medical, Food, Maintenance, and Clothes Sections. The task of the Pedagogical section was care for the intellectual and physical development of the children. Efforts were made to propagate Polish issues in education (the children were taught history and the Polish language). The Medical Section focused on hygiene and the children’s health. The Food Section prepared hot meals, i.e. dinners and breakfasts. The Maintenance Section’s responsibility was to develop a sense of cleanliness and order in the children. The Clothes Section put an emphasis on maintaining the children’s clothes in order, mainly by mending them. During WWI, the Shelter took care of over 200 pre-school and school children (aged 4–12).

scholarly journals Physical Status of Primary School Children with Intellectual Disability Living in the City of Krasnoyarsk

2021 ◽  
pp. 385-393
Author(s):  
Ol’ga V. Smirnova ◽  
◽  
Elizaveta S. Ovcharenko ◽  
Eduard V. Kasparov ◽  
Vera V. Fefelova ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Primary School ◽  
School Children ◽  
Physical Development ◽  
Primary School Children ◽  
Healthy Children ◽  
Physical Status ◽  
Anthropometric Characteristics ◽  
The City ◽  
Children With Intellectual Disability

Parameters of physical development are known to be informative indicators of health status and adaptation processes, as well as markers of social, hygienic and environmental well-being both in healthy children and those with various pathological conditions. The purpose of this article was to study the characteristics of the physical status of children with intellectual disabilities. Materials and methods. We examined 168 children of primary school age (7–11 years) studying in secondary schools of Krasnoyarsk. The subjects were divided into two groups: the first group included 54 children with intellectual disability (F70, F71 according to ICD-10), the second group included 114 children without intellectual disability. Anthropometric characteristics and level of physical development were studied taking into account regional centile tables. The harmony of physical development was assessed using the Quetelet index. Results. The physical development of children with intellectual disability is characterized by a lag in anthropometric characteristics compared with intellectually healthy children: body length was 133.0 and 137.3 cm (p = 0.048), head circumference 51.0 and 52.5 cm (p = 0.002) respectively. The first group also had a statistically significantly lower percentage of children with harmonious physical development (37 %, p = 0.045) against the background of pronounced disharmony (underweight in 31.5 %, excess body weight in 31.5 % of children) compared to their healthy peers (harmonious development in 55 %, underweight in 16 %, overweight in 29 % of children). Further research into the constitution of children with intellectual disability can form the basis for the development of corrective measures, taking into account the specific typological characteristics of children in this group. For citation: Smirnova O.V., Ovcharenko E.S., Kasparov E.V., Fefelova V.V. Physical Status of Primary School Children with Intellectual Disability Living in the City of Krasnoyarsk. Journal of Medical and Biological Research, 2021, vol. 9, no. 4, pp. 385–393. DOI: 10.37482/2687-1491-Z076

scholarly journals A Statistical Study of the Physique of Elementary School Children with special reference to their Mentality

1926 ◽  
Vol 25 (3) ◽  
pp. 295-322 ◽  
Author(s):  
E. G. Habakkuk
Keyword(s):  
Elementary School ◽  
Special Reference ◽  
School Children ◽  
Elementary School Children ◽  
Statistical Study ◽  
Physical Development ◽  
Annual Reports ◽  
Made In

Comparatively few speciallised investigations of the physical development of school children seem to have been made in this country. The most comprehensive British investigation is that made by Arthur Greenwood. This enquiry, based on the published annual reports of the various Educational Authorities, as well as those that preceded it, did not touch the main problem of the present study; viz. the relation between physique and mentality. Miss E. M. Elderton, a year later, made a careful biometric study of the school populatin of Glasgow.

PHYSICAL DEVELOPMENT AND TRAINING SUCCESS OF SCHOOL CHILDREN DEPENDING ON THE BODY WEIGHT AT BIRTH

2015 ◽  
Vol 4 (4) ◽  
pp. 163-188
Author(s):  
Svetlana Trukhina ◽  
Konstantin Anisimov ◽  
Viktor Tsirkin ◽  
Andrey Trukhin ◽  
Svetlana Khlybova
Keyword(s):  
Body Weight ◽  
School Children ◽  
Physical Development ◽  
The Body ◽  
Training Success ◽  
And Training

Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

2015 ◽  
Vol 10 (3) ◽  
pp. 310-322
Author(s):  
Živorad Marković ◽  
Emina Kopas-Vukašinović
Keyword(s):  
Physical Education ◽  
School Children ◽  
Body Movement ◽  
Education Programme ◽  
Physical Development ◽  
Physical Activities ◽  
Fine Motor ◽  
Motor Abilities ◽  
Preschool Period ◽  
Children Development

AbstractIn their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that “fine motor skills” are determined by the development of its large motorics, the authors point to the significance of the content and structure of physical education programme in preschool institutions and younger age school classes. It is evident that the effects of cultivating of children development during preschool period can be seen in younger primary school classes. The goal of this research was to determine if and how much the different organization of preparatory part of physical education lesson for younger school children, determines the differences in the development of their motor abilities. By the use of experimental method, the effects of prolonged preparatory part of a lesson in younger school classes. This part was realized through complex of exercises which were supposed to have influence on transformation of motor abilities in relation to the structure with standard duration of certain parts of a lesson. It is determined that certain increase in body movement of students during physical activity can significantly contribute to better development of motor abilities. These abilities determine correct physical development and strengthening of health, which determines general aim of physical education.

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