Age, Sex, Speed, and Practice in Coincidence-Anticipation Performance of Children

1977 ◽  
Vol 45 (1) ◽  
pp. 187-193 ◽  
Author(s):  
Paul Dunham
Keyword(s):  
Elementary School ◽  
Factorial Design ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Actual Time ◽  
The Difference ◽  
Effect Of Age ◽  
A Performance

The effect of age, sex, speed, and practice on coincidence-anticipation (C/A) performance of elementary school children was investigated. 84 elementary school children, 7 boys and 7 girls at Ages 7, 8, 9, 10, 11, and 12 yr., served as subjects for the study. Subjects were given 24 C/A trials, 6 each at 4 speeds, randomly presented. Subjects were required to lift the foot off a spring switch in coincidence with the arrival of a ball at a target flag. A score was determined as the difference between actual time and the estimate as recorded on separate .01-sec. Lafayette timers. The data were analyzed employing a 6 by 2 by 4 by 3 factorial design. Results indicated that 7-yr.-olds performance was inferior to those of all other age groups, boys were more accurate than girls, and all groups exhibited improvement over practice.

The Effect of Age on Physical Fitness of Deaf Elementary School Children

2007 ◽  
Vol 19 (3) ◽  
pp. 267-278 ◽  
Author(s):  
Esther Hartman ◽  
Chris Visscher ◽  
Suzanne Houwen
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
School Children ◽  
Elementary School Children ◽  
Handgrip Strength ◽  
Age Groups ◽  
Deaf Children ◽  
The Difference ◽  
Hearing Children ◽  
Shuttle Run

The aim of this study was to measure physical fitness of deaf Dutch elementary school children compared with hearing children and to investigate the influence of age on physical fitness. Deaf children were physically less fit than hearing children. Overall, physical fitness increased with age in deaf children, but no significant differences were found between the age groups of 9–10 years and 11–12 years on most of the Eurofit items. The difference in performance between deaf and hearing children, favoring the latter, increased with age in handgrip strength and the 20-m endurance shuttle run. More attention should be paid to developing and maintaining an adequate level of physical fitness in deaf children.

scholarly journals Current trends in the prevalence of asthma-like symptoms in elementary school children

2021 ◽  
pp. 138-140
Author(s):  
Margarita K. Ermakova ◽  
Larisa P. Matveeva ◽  
Natalya R. Kapustina
Keyword(s):  
Elementary School ◽  
Comparative Study ◽  
Bronchial Asthma ◽  
School Children ◽  
Elementary School Children ◽  
First Graders ◽  
Number Of Children ◽  
Current Trends ◽  
Udmurt Republic ◽  
The Difference

Aim. To study the prevalence of bronchial asthma (BA) symptoms among elementary schoolchildren in the Udmurt Republic in the dynamics over 20 years. Materials and methods. A comparative study of the prevalence of BA was carried out. A questionnaire was administered to 2899 parents of first-graders, using the international standardized ISAAC program. Results. The prevalence of BA symptoms on the ISAAC program among elementary schoolchildren in the Udmurt Republic in 2020 was 7.70.2%, being significantly lower than in the previous studies of 2002 and 2009 (p0.001). Conclusion. There was a further downward trend in the prevalence of AD symptoms in younger schoolchildren. The difference between the current symptoms of the disease and the established diagnosis remained rather significant. Reliable (p10.001) increase in the number of children with dry cough, not related to cold, and children with bronchospasm connected with physical load was revealed.

scholarly journals Development of a Violence Prevention Educational Program for Elementary School Children Using Empathy (VPEP-E)

2020 ◽  
Vol 26 (4) ◽  
pp. 422-433
Author(s):  
So Ra Kang ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
Elementary School ◽  
Violence Prevention ◽  
Elementary School Students ◽  
School Children ◽  
Educational Program ◽  
Elementary School Children ◽  
Physical Violence ◽  
Age Groups ◽  
School Students ◽  
Fifth Grade Students

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

scholarly journals Game Model Based on Environment Insights for Elementary School Children (6-12 Years)

2020 ◽  
Vol 3 (1) ◽  
pp. 500-506
Author(s):  
Marlinda Budiningsih ◽  
Nofi Marlina Siregar ◽  
Hernawan Hernawan
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Product Evaluation ◽  
P Value ◽  
Game Model ◽  
Model Based ◽  
Significant Difference ◽  
Before And After ◽  
The Difference

This study aims to create a product in the form of a game model based on environmental insights for elementary school children. This research is a research development using research and development from Borg and Gall which consists of ten steps. In this study, researchers only used eight steps because after conducting a small group trial and product evaluation it was declared to be feasible for a primary trial or field trial by experts. This study involved 80 subjects aged 6-12 years. Data collected through observation, interviews, and tests.The significant value of the difference in the results of t-count = 28,971, and p-value = 0.00 <0.05, which means there is a significant difference in understanding of environmental insights before and after being treated in the form of a game model based on environmental insights. It was concluded that the game model developed was effective in increasing understanding of environmental knowledge for children aged 6-12 years.

Changes in Children's Attitudes Toward the Physically Handicapped

1972 ◽  
Vol 39 (3) ◽  
pp. 219-223 ◽  
Author(s):  
Jacqueline Rapier ◽  
Ruth Adelson ◽  
Richard Carey ◽  
Katherine Croke
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Positive Attitude ◽  
School Experience ◽  
Older Children ◽  
Handicapped Children ◽  
Children's Attitudes ◽  
The Difference ◽  
Physically Handicapped

An assessment was made of changes in attitude of 152 elementary school children toward orthopedically handicapped children as a result of an integrated school experience. After integration nonhandicapped children had developed a more positive attitude toward the orthopedically handicapped. Before integration boys and girls differed in attitudes, but the difference disappeared as a result of integration. Integration increased differences in attitudes between older and younger children toward orthopedically handicapped children, with older children developing a more realistic attitude than younger children.

scholarly journals ANALISIS DETERMINAN DAN PENGARUH STUNTING TERHADAP PRESTASI BELAJAR ANAK SEKOLAH DI KUPANG DAN SUMBA TIMUR, NTT

2013 ◽  
Vol 8 (1) ◽  
pp. 55 ◽  
Author(s):  
Intje Picauly ◽  
Sarci Magdalena Toy
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Family Income ◽  
Body Height ◽  
Primary Data ◽  
Determinant Factors ◽  
Research Areas ◽  
Before And After ◽  
The Difference

The research was conducted to find out determinant factors that can cause the incidence of stunting and how it may affect elementary school children performance. The research areas were selected based on the difference access of nutrition information. Kabupaten Sumba Timur and Kota Kupang were selected as research areas. Related primary data was taken covering anthropometric index namely body height for age (HFA); weight for age (WFA), and weight for height (WFH), and academic school performances before and after research treatment. Other data was collected by interview using questionnaires. Regression analysis was used to know determinant factors that may bring about stunting. The results showed that determinant factors of stunting were family income, mother’s nutrition knowledge, child care practices, the history of infection, immunization, protein intake, and mother education. While, stunted elementary school children had low academic performances. The higher level of stunting is the lower academic performance of elementary school children.

scholarly journals LEISURE TIME ACTIVITIES AND INTERESTS OF ELEMENTARY SCHOOL CHILDREN

2017 ◽  
Vol 1 (1) ◽  
pp. 001
Author(s):  
Siniša Stojanović ◽  
Milica Ristić ◽  
Srboljub Đorđević ◽  
Srboljub Dimitrijević
Keyword(s):  
Elementary School ◽  
Extracurricular Activities ◽  
School Children ◽  
Elementary School Children ◽  
Leisure Time ◽  
Kaiser Criterion ◽  
The Difference ◽  
5Th Grade ◽  
The Way ◽  
At Home

The main objective of this research was to investigate the leisure time activities of elementary school children. This paper investigates the way in which these activities are grouped and their expression. In addition to this, it examined the existence of any difference between these grouped activities in relation to respondents’ gender and school achievements, as well as to their relationship with the children's opinion of their parents’ interest in how they spend their leisure time. For this purpose an instrument has been designed consisting of 22 items of Likert-type (α = .69) which was used for a sample of 246 students of both genders (121 male and 125 female) from 4th and 5th grade (96 from 4th and 150 from 5th grade) from elementary schools in Vranje and Nis. Through factor analysis based on The Guttman-Kaiser Criterion and with the analysis of loadings of certain items, 5 factors have been identified and named as follows: organized extracurricular activities, home-related activities, computer-related activities, pastime, reality shows watching. The discovered differences in the expression of these groups of activities proved to be statistically significant. The results of t-test indicated that girls get more involved in activities at home, while boys rest more. The ANOVA results showed that there was the difference in the expression of activities done at home, as well as the organized extracurricular activities between students with different academic achievement. In the end, the results showed that as parents get less interested in the way their children spend their leisure time, more will their children get engaged in organized extracurricular activities, activities that are carried out at home, and watching sports, resting and using computers.

scholarly journals Generative Learning: Which Strategies for What Age?

2020 ◽  
Author(s):  
Garvin Brod
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
University Students ◽  
Concept Mapping ◽  
Learning Strategies ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Generative Learning ◽  
Age Related

Abstract Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.

scholarly journals Imagined Intergroup Contact and Common Ingroup Identity

2015 ◽  
Vol 46 (5) ◽  
pp. 265-276 ◽  
Author(s):  
Loris Vezzali ◽  
Sofia Stathi ◽  
Richard J. Crisp ◽  
Dino Giovannini ◽  
Dora Capozza ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Prejudice Reduction ◽  
Identity Model ◽  
Common Group ◽  
Common Ingroup Identity ◽  
Imagined Contact ◽  
Ingroup Identity

Abstract. We conducted two studies involving two different age groups (elementary school children and adults) aimed at integrating imagined contact and common ingroup identity models. In the first study, Italian elementary school children were asked to imagine interacting with an unknown immigrant peer as members of a common group. Results revealed that common ingroup imagined contact, relative to a control condition, improved outgroup helping intentions assessed 1 week and 2 weeks after the intervention. In the second study, common ingroup imagined contact led Italian university students to display higher intentions to have contact with immigrants compared to control conditions. In conclusion, results from both studies demonstrate that imagining an intergroup interaction as members of the same group strengthens the effects of imagined contact. These findings point to the importance of combining the common ingroup identity model and the imagined contact theory in order to increase the potentiality of prejudice reduction interventions.

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