scholarly journals Development of Sex Differences in Preschool Children: Social Behavior during an Academic Year

1997 ◽  
Vol 80 (1) ◽  
pp. 179-188 ◽  
Author(s):  
Francisco Braza ◽  
Paloma Braza ◽  
Maria Rosario Carreras ◽  
José Manuel Muñoz
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
Social Behavior ◽  
Social Skill ◽  
Role Play ◽  
Peer Groups ◽  
Later Life ◽  
Free Play ◽  
School Year ◽  
Academic Year

Sex differences in activities of preschoolers were assessed during free-play time from observation of the behavior of 31 children (23 girls, 8 boys; M = 5 yr.). These differences were noted for the time girls and boys spent in the activities considered, boys spending more time in rough-and-tumble play and in agonistic activities and girls in organised games such as games with rules and role-play in addition to affiliative activities. Sex differences could be detected also in the distribution of time among various activities of the children during free-play in the three terms of the school year under consideration. From a developmental perspective, gender plays a fundamental role in the formation of play-networks in the first peer encounters. These peer groups, sexually segregated, are structuring and organizing during the academic year so “distinctive cultures” for boys and girls, besides consolidating this segregation facilitate the acquisition of advantageous social skill for later life.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

Relating testosterone levels and free play social behavior in male and female preschool children

2000 ◽  
Vol 25 (8) ◽  
pp. 773-783 ◽  
Author(s):  
J.R Sánchez-Martı́n ◽  
E Fano ◽  
L Ahedo ◽  
J Cardas ◽  
P.F Brain ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Behavior ◽  
Free Play ◽  
Male And Female ◽  
Testosterone Levels

MEASURING THE SOCIAL ABILITY OF PRESCHOOL CHILDREN

1993 ◽  
Vol 21 (2) ◽  
pp. 145-157 ◽  
Author(s):  
P. Braza ◽  
F. Braza ◽  
M. R. Carreras ◽  
J. M. Munoz
Keyword(s):  
Preschool Children ◽  
Behavioral Assessment ◽  
Peer Groups ◽  
Free Play ◽  
Behavioral Factors ◽  
Social Contacts ◽  
Social Success ◽  
Social Ability ◽  
The Social ◽  
And Behavior

According to the idea that the different roles children play in their first peer groups are important in their socialization, we approach a measure of social ability in preschool children using two indices: amplitude of behavior and amplitude of partnership. In this way we attempt to develop and validate a behavioral assessment of social competence based on diversity of social contacts and behavior. The study was carried out during 1989-90 at a grammar school in Cadiz (Spain) where the preschool children (n=27) were filmed during 30 minutes of daily free play. In analysing the relationships within all these elements, we used a multiple linear regression (BMDP1R-Dixon, 1985). Of eight behavioral patterns likely to influence social ability, two contributed significantly to individual differences in amplitude of behavior (leadership and follow-partner). Concerning behavioral factors, both prosocial and assertiveness are negatively related to the amplitude of partnership; and the behavioral factors that reflect assertiveness, prohierarchy and agonism are positively related to the amplitude of behavior. Although it is premature to predict children's future social success based on these data, both the amplitude of partnership and the amplitude of behavior probably give the child an advantage when he/she acquires an experience which allows him/herself to continue the process of socialization.

ANALISIS BIAYA KUALITAS DAN PRODUKTIVITAS PADA MAHASISIWA UNIVERSITAS ISLAM 45

2018 ◽  
Vol 9 (2) ◽  
pp. 234-257
Author(s):  
Anisa Putri
Keyword(s):  
Secondary Data ◽  
Total Quality ◽  
Quality Cost ◽  
Productivity Costs ◽  
School Year ◽  
Quality Costs ◽  
Qualitative Descriptive ◽  
The Cost ◽  
New Student ◽  
Academic Year

The aim to be achieved in this study is to analyze the quality and productivity costs of case studies at the Islamic University of 45 Bekasi. The research method used in this study is a qualitative descriptive method. The location of the study was conducted at the Islamic University of 45 Bekasi. The data used is secondary data from the financial statements of Islamic University of 45 Bekasi in the academic year 2013/2014. Methods of data collection using interviews and observation. The highest quality cost discussion results are prevention costs at the cost of seminars and training for lecturers as much as Rp. 450,561,400, -. The lowest quality cost is the assessment fee at the cost of lecturer accreditation of Rp. 1,925,000, -. The percentage of quality costs is 2.1% smaller than the fairness of the total quality costs of 2.5%. The realization of the output of new student admissions was obtained in the 2013/2014 school year as many as 1,339 people. Total students 6,364 people. The study period is more than 4 years and has not graduated as many as 992 people. Failure costs as much as 16% of total students. Realization of financial output was achieved in the amount of Rp. 39,384,232,556, - ​​Input Rp. 35,606,307,800, - used to obtain output. Company productivity is efficient because output is greater than input. Company productivity is effective because the company achieves financial goals by obtaining a surplus of Rp. 3,777,924,756, - The conclusion that can be drawn is that quality costs are able to obtain output in the form of income exceeding its input value so that productivity is efficient and effective and surplus.

UPAYA MENINGKATKAN PRESTASI BELAJAR PPKn DENGAN MENGGUNAKAN MODEL BRAIN BASED LEARNING SISWA KELAS VIIB SMP NEGERI 16 REJANG LEBONG BENGKULU TAHUN AJARAN 2019/2020

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rizki Oktiana Sakti ◽  
Supri Hartanto
Keyword(s):  
Action Research ◽  
Learning Achievement ◽  
School Year ◽  
Analysis Technique ◽  
Success Indicators ◽  
Improve Student Achievement ◽  
Classroom Action Research ◽  
Brain Based Learning ◽  
Quantitative Descriptive ◽  
Academic Year

Abstrak Penelitian Tindakan Kelas ini bertujuan untuk mengetahui upaya meningkatkan prestasi belajar PPKn dengan menggunkan model Brain Based Learning Kelas VII B SMP Negeri 16 Rejang Lebong Bengkulu Tahun Ajaran 2019/2020. Penelitian dilakukan di Kabupaten Rejang Lebong Bengkulu pada tahun pelajaran 2019/2020 di Kelas VII B dengan jumlah 26 siswa (Laki-laki 11 dan Perempuan 15). Penelitian Tindakan Kelas ini menggunkan siklus model Kermmis dan Mc Taggart yaitu rencana, tindakan, pengamatan dan refleksi. Pengumpulan data dilakukan dengan observasi, tes evaluasi, wawancara, dokumentasi. Teknik Analisi Data menggunakan deskriptif kuantitatif yaitu terjadi peningkatan prestasi belajar dari pra siklus. Hasil penelitian menyimpulkan bahwa upaya untuk meningkatkan prestasi belajar siswa kelas VII B SMP Negeri 16 Rejang Lebong Bengkulu dengan menggunakan model Brain Based Learninghasil jumlah perhitungan pra siklus dengan persentase ketuntasan sebesar 50,00%, pada siklus I mengalami peningkatan tuntas dengan persentase 57,69%, dan pada siklus II mengalami kenaikan kembali dengan presentase 65,38%. Sesuai dengan KKM 70 dan Indikator keberhasilan 60% dengan hasil yang diperoleh di siklus II maka, Penelitian Tindakan Kelas ini dihentikan karena prestasi belajar siswa meningkat dan sudah mencapai indikator keberhasilan yang telah ditentukan. Kata Kunci : Prestasi Belajar, PPKn Brain Based Learning Abstract This Classroom Action Research aims to determine efforts to improve PPKn learning achievement by using the Class VII B Brain Based Learning model of SMP Negeri 16 Rejang Lebong Bengkulu for the 2019/2020 academic year. The research was conducted in Rejang Lebong Bengkulu Regency in the 2019/2020 school year in Class VII B with a total of 26 students (male 11 and female 15). This Classroom Action Research uses the Kermmis and Mc Taggart model cycle, namely planning, acting, observing and reflecting. Data collection was carried out by observation, evaluation tests, interviews, documentation. The data analysis technique used quantitative descriptive, namely an increase in learning achievement from the pre-cycle. The results of the study concluded that efforts to improve student achievement in class VII B SMP Negeri 16 Rejang Lebong Bengkulu using the Brain Based Learningmodel resulted in the number of pre-cycle calculations with a completeness percentage of 50.00%, in the first cycle experienced an increase in completeness with a percentage of 57.69% , and in the second cycle it increased again with a percentage of 65.38%. In accordance with KKM 70 and success indicators of 60% with the results obtained in cycle II, this Classroom Action Research was stopped because student learning achievement had increased and had reached predetermined success indicators. Keywords: Learning Achievement, PPKn Brain Based Learning

Later life sex differences in sexual psychology and behavior

2020 ◽  
Vol 157 ◽  
pp. 109730 ◽  
Author(s):  
Gavin Vance ◽  
Todd K. Shackelford ◽  
Viviana A. Weekes-Shackelford ◽  
Mohaned G. Abed
Keyword(s):  
Sex Differences ◽  
Later Life ◽  
And Behavior

scholarly journals Period poverty in rural Uganda; an exploration of the challenges and the need for intervention

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Kennedy ◽  
J Severe
Keyword(s):  
Community Setting ◽  
Female Education ◽  
Structured Interviews ◽  
Intervention Programme ◽  
Cross Sectional ◽  
School Year ◽  
Main Challenge ◽  
The Common ◽  
Women And Girls ◽  
Academic Year

Abstract Background Period poverty refers to a lack of access to safe means of managing menstruation. It affects the education, health and dignity of millions of women and girls globally. This study aims to identify the barriers facing menstruating girls in rural Uganda, investigate the effects of period poverty in this demographic and assess the need to implement a programme to tackle challenges identified. Methods A qualitative study was undertaken in a community setting. 42 Participants were selected in Bududa, Uganda using convenience sampling. School-age girls supported by The Shelo Foundation (charity no.1155142) who had begun menstruating and adults in positions of responsibility in the community were interviewed to gain a cross sectional understanding of the questions posed. Data was collected prospectively in semi-structured interviews over a four-week period in July 2013. Questions focused on access to essential hygiene materials, challenges faced when menstruating (with a focus on accessing education) and possible solutions to the barriers reported. Interview transcripts were analysed; the common concepts were identified, and conclusions drawn from the results. Results Inability to access sanitation products, due to financial poverty and local availability, was the main challenge highlighted throughout the analysis of the interview transcripts. The other common themes included lack of suitable hygiene facilities, absence of education on menstruation and the vulnerability of menstruating girls to abuse and stigma. Analysis found that on average girls were missing three days of school a month due to their periods, equalling 18% of the academic year. Conclusions Period poverty disadvantages school-aged females in Bududa, Uganda. Financial poverty, lack of education and stigma contribute to period poverty. An intervention programme including accessible sanitation products and education is recommended to tackle this gender inequality for girls in this population. Key messages A lack of sanitation products, subpar education and stigma contribute to period poverty in Uganda and negatively impact female education with menstruating students missing up to 18% of a school year. An intervention programme incorporating access to sanitation products alongside education is recommended to tackle period poverty in this population and improve women’s health and female education.

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