scholarly journals The Implementation of Contextual Learning in Improving the Quality of Motor Development Course for PETE Students

2019 ◽  
Author(s):  
Agus Mahendra ◽  
Nuryadi Nuryadi ◽  
Lukmannul Haqim Lubay ◽  
Mesa Rahmi Steppani
Keyword(s):  
Motor Development ◽  
Contextual Learning ◽  
Development Course

scholarly journals Influence of adaptive physical education on motor possibilities, behavior and quality of life of children with autism

2020 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
O.V. Musiyenko ◽  
R.V. Chopyk ◽  
N.B. Kizlo
Keyword(s):  
Quality Of Life ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
Self Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Adaptive Physical Education ◽  
And Behavior

<p><strong>The </strong><strong>aim</strong> of the work is to establish the impact of adaptive physical education classes according to our proposed method on the motor abilities and behavior of children with autism spectrum disorders and on the quality of life of their families.</p><p><strong>Material and methods</strong>. Analysis and generalization of literature data on the peculiarities of psycho-motor development of children with autism, their behavior. Development of methods of adaptive physical education of children with autism, which includes exercises for the development of general and fine motor skills, imitation, coordination of movements and the development of physical qualities such as strength, agility, flexibility. Expert assessment of test exercises. Questionnaire of parents about the psychophysical condition of their children and the quality of life of families raising a child with autism. Methods of mathematical statistics.</p><p><strong>Results</strong>. It has been established that children with autism have significant impairments of motor activity and psychophysical condition, which significantly affects the quality of life of children and their families. There is a very low level of development of motor skills. Parents of children in the experimental group noted that from now on their children began to have fewer problems with movement, their movements became more coordinated and it became easier to move. In terms of self-care and self-care, the difficulties became less significant (average level), the usual daily activities also became easier, the phenomena of discomfort and anxiety decreased.</p><p><strong>Conclusions</strong>. Children with autism have significant deviations in motor development, arbitrariness of movements, understanding of expediency of movements, general motility of the body. Classes in adaptive physical education according to our proposed method allowed children with autism to overcome most motor disorders, which was a prerequisite for improving higher nervous activity and behavior. Significant improvement of psychophysical condition of children as a result of employment, and also growth of quality of life is established.</p>

A Randomized Clinical Trial of Home Intervention for Children With Failure to Thrive

PEDIATRICS ◽  
1995 ◽  
Vol 95 (6) ◽  
pp. 807-814 ◽  
Author(s):  
Maureen M. Black ◽  
Howard Dubowitz ◽  
Jacqueline Hutcheson ◽  
Julie Berenson-Howard ◽  
Raymond H. Starr
Keyword(s):  
Low Income ◽  
Motor Development ◽  
Failure To Thrive ◽  
Home Visitors ◽  
Child Interaction ◽  
Home Intervention ◽  
Height For Age ◽  
Weight For Age

Objective. To evaluate the efficacy of a home-based intervention on the growth and development of children with nonorganic failure to thrive (NOFTT). Design. Randomized clinical trial. Participants. The NOFTT sample included 130 children (mean age, 12.7 months; SD, 6.4) recruited from urban pediatric primary care clinics serving low income families. All children were younger than 25 months with weight for age below the fifth percentile. Eligibility criteria included gestational age of at least 36 weeks, birth weight appropriate for gestational age, and no significant history of perinatal complications, congenital disorders, chronic illnesses, or developmental disabilities. Children were randomized into two groups: clinic plus home intervention (HI) (n = 64) or clinic only (n = 66). There were no group differences in children's age, gender, race, or growth parameters, or on any of the family back-ground variables. Most children were raised by single, African-American mothers who received public assistance. Eighty-nine percent of the families (116 of 130) completed the 1-year evaluation. Interventions. All children received services in a multidisciplinary growth and nutrition clinic. A community-based agency provided the home intervention. Families in the HI group were scheduled to receive weekly home visits for 1 year by lay home visitors, supervised by a community health nurse. The intervention provided maternal support and promoted parenting, child development, use of informal and formal resources, and parent advocacy. Measurements. Growth was measured by standard procedures and converted to z scores for weight for height and height for age to assess wasting and stunting. Cognitive and motor development were measured with the Bayley Scales of Infant Development, and language development was measured by the Receptive/Expressive Emergent Language Scale. Both scales were administered at recruitment and at the 12-month follow-up. Parent-child interaction was measured by observing mothers and children during feeding at recruitment and at the 12-month follow-up, and the quality of the home was measured by the Home Observation Measure of the Environment 18 months after recruitment. Analyses. Repeated-measures multivariate analyses of covariance were used to examine changes in children's growth and development and parent-child interaction. Analyses of covariance were used to examine the quality of the home. Independent variables were intervention status and age at recruitment (1.0 to 12.0 vs 12.1 to 24.9 months). Maternal education was a covariate in all analyses. When changes in developmental status and parentchild interaction were examined, weight for height and height for age at recruitment were included as covariates. Results. Children's weight for age, weight for height, and height for age improved significantly during the 12-month study period, regardless of intervention status. Children in the HI group had better receptive language over time and more child-oriented home environments than children in the clinic-only group. The impact of intervention status on cognitive development varied as a function of children's ages at recruitment, with younger children showing beneficial effects of home intervention. There were no changes in motor development associated with intervention status. During the study period, children gained skills in interactive competence during feeding, and their parents became more controlling during feeding, but differences were not associated with intervention status. Conclusions. Findings support a cautious optimism regarding home intervention during the first year of life provided by trained lay home visitors. Early home intervention can promote a nurturant home environment effectively and can reduce the developmental delays often experienced by low income, urban infants with NOFTT. Subsequent investigations of home intervention should consider alternative options for toddlers with NOFTT.

Policies and Practices to Promote Physical Activity

2021 ◽  
pp. 306-321
Author(s):  
Linda Saraiva ◽  
Fernando Santos ◽  
Ana Ferreira ◽  
César Sá
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Pilot Study ◽  
Motor Development ◽  
Preschool Education ◽  
Policy Assessment ◽  
Program Staff ◽  
Observation Instrument ◽  
Children’S Physical Activity

This chapter presents a pilot study that sought to examine the practices and policies that can encourage children's physical activity in preschool settings located at Viana do Castelo, Portugal. The Environment and Policy Assessment and Observation instrument was used to measure the quality of the physical activity environment. The findings show that preschool settings present multiple limitations that may hinder children's physical activity and motor development. It should also be noted that policies are practically non-existent as there is a clear absence of physical activity content within the guiding documents in preschool education contexts. Further, there were no education opportunities provided to program staff. It is paramount to engage policymakers and other stakeholders in discussions that provide quality environments to encourage physical activity among preschool children.

scholarly journals IMPLEMENTASI STRATEGI PEMBELAJARAN KONTEKSTUAL DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI SMP NEGERI 2 PINRANG

2018 ◽  
Vol 16 (1) ◽  
pp. 73-74
Author(s):  
Henra Ibrahim
Keyword(s):  
High School ◽  
Information Technology ◽  
Learning Strategies ◽  
Contextual Learning ◽  
Islamic Education ◽  
Vice Principals ◽  
Teachers And Students ◽  
Character Building ◽  
Positive Character

This article discusses the implementation of students' character developmentstrategies in learning Islamic Education in State Yunior High School 2 Pinrang.The purpose of this study is to describe the implementation of contextuallearning strategies in the formation of character of students, to describe theimplementation of contextual learning strategies in character building ofstudents, and to describe the factors related to the strategy of developingcontextual learning strategies to build the character in SMP 2 Pinrang. Thistype of research is descriptive qualitative using the naturalistic paradigm. Theinstruments of this research are: key instrument researchers and usinginterview, observation, and documentation guidelines. Informants interviewedwere principals, vice principals, Islamic Education teachers, and students. Theresults of this study indicate that the implementation of contextual strategieswas carried out through the learning process of Islamic Education by usingmethods in the 2013 curriculum combined with the use of informationtechnology-based learning media. The implementation of the contextual impactstrategy on improving the quality of learning in Islamic Education increases theappreciation of students for religious values, and fosters positive character forstudents. Implementation of contextual strategies by several factors, namely:existing infrastructure and infrastructure, competencies and qualifications ofacademic teachers, active teachers in teacher discussion activities, and theimplementation of the 2013 curriculum related to contextual strategies, literacy,conversation, and the use of information technology-based media.

scholarly journals Psychophysical rehabilitation of children with cerebral palsy in the conditions of adaptive horseback riding

2020 ◽  
pp. 20-24
Author(s):  
G. Boyko ◽  
L. Voloshko
Keyword(s):  
Quality Of Life ◽  
Cerebral Palsy ◽  
Motor Development ◽  
Muscle Relaxation ◽  
Mental States ◽  
Motor Disorders ◽  
Horseback Riding ◽  
Formative Experiment ◽  
Children With Cerebral Palsy

The article analyzes the results of a pedagogical experiment to assess the effectiveness of the technology of using adaptive horseback riding in the psychophysical rehabilitation of children with cerebral palsy. A declarative pedagogical experiment was conducted, which consisted in determining the specifics of motor disorders of children with CP. Based on the obtained data, the pedagogical technology of using adaptive riding in the process of psychophysical rehabilitation and correction of motor disorders of children with CP is scientifically substantiated, developed and implemented in the formative experiment. The main provisions of pedagogical technology are implemented in the system of correctional classes for children with CP by adaptive riding. Technology is personality-oriented, because the main value guideline is the child's personality, motives, needs, interests, potential and abilities. A specific subject of the presented pedagogical technology is a horse, which is: as a subject of influence on the child's personality, which is provided by establishing psychological contact between the child with the CP and the animal; as a means of therapeutic effect (thermal effect, muscle relaxation, rhythm regulation, means of reducing spastic manifestations of CP, means of expanding the scope of voluntary movements, reducing mental stress, regulation of mental states of children with CP, etc.). According to the style of interaction, the proposed technology is a cooperation based on the principles of optimizing the relationship of all parties involved in the process of psychophysical development and correction of motor disorders of children with CP in terms of adaptive riding. The purpose of the presented technology is to create optimal conditions for psychophysical development and correction of motor disorders of children with CP, expanding the scope of their activities, increasing confidence in their own abilities, improving the quality of life. It is proved that the application of the presented experimental technology has a positive effect on psychophysical and motor development, the ability of children with CP, improves their quality of life.

scholarly journals A prática da capoeira no ambiente escolar para a formação integral do aluno: uma revisão sistemática

2021 ◽  
Vol 19 (3) ◽  
pp. 1-8
Author(s):  
Juliana Terra Ribeiro ◽  
Luis Felipe Milano Teixeira ◽  
Fabrício Teixeira Garramona
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
School Environment ◽  
Descriptive Analysis ◽  
National Curriculum ◽  
Quality Analysis ◽  
Integral Education ◽  
Education Of Students ◽  
Brazilian Culture

INTRODUÇÃO: A capoeira é considerada um dos maiores símbolos da cultura brasileira que mistura a arte marcial, o esporte, a cultura popular, a música e a dança. Por sua prática globalizada, a capoeira é um conteúdo a ser trabalhado no ambiente escolar visando a educação integral dos alunos, que por sua vez, está incluída na Base Nacional Comum Curricular. OBJETIVO: Avaliar por meio de uma revisão sistemática se a prática da capoeira na escola pode contribuir para o desenvolvimento da educação integral dos alunos. MÉTODOS: Uma busca sistemática utilizados termos relacionados a “Capoeira”, “Educação Física” e “escola” foi realizada nos bancos de dados Periódico CAPES e Scielo, a fim de encontrar artigos elegíveis. Foram utilizados os seguintes critérios de inclusão: i) abordar a temática capoeira em suas diversas dimensões na escola; ii) apresentar a prática da capoeira inserida nas aulas de educação física ou como atividade extracurricular; iii) demonstrar os diferentes desenvolvimentos acerca dessa prática; iv) conciliar a capoeira com a educação integral. Após a seleção, foram extraídas informações sobre as características da amostra, intervenções utilizadas, grupos comparativos, resultados e conclusões, e uma análise descritiva dos resultados foi realizada. A escala PEDro (1999) foi utilizada para avaliar a qualidade dos estudos. RESULTADOS: Foram incluídos um total de oito artigos, no qual dois enfatizaram o desenvolvimento físico/motor e a inteligência corporal cinestésica, e os outros seis variaram apresentando aspectos físicos, sociais, culturais, cognitivos e afetivos. A análise de qualidade dos estudos demonstrou que dois artigos atingiram uma pontuação total de 3/10, enquanto os demais obtiveram uma pontuação de 2/10. CONCLUSÃO: Os resultados apontaram que a prática da capoeira se demonstra como um instrumento positivo para o desenvolvimento da formação integral dos alunos, porém, deve-se considerar a baixa qualidade metodológica dos estudos incluídos. ABSTRACT. The practice of capoeira in the school environment for student integral formation: A systematic review.BACKGROUND: Capoeira is considered one of the greatest symbols of Brazilian culture that mixes martial arts, sports, popular culture, music and dance. Due to its globalized practice, capoeira is a subject to be worked on in the school environment, aiming at the integral education of students, which in turn, is included in the Common National Curriculum Base. OBJECTIVE: To evaluate, through a systematic review, whether the practice of capoeira at school can contribute to the development of integral education for students. METHODS: A systematic search using terms related to “Capoeira”, “Physical Education” and “school” was performed in the CAPES and Scielo journal databases, in order to find eligible articles. The following inclusion criteria were used: i) addressing capoeira in its various dimensions at school; ii) present the practice of capoeira as part of physical education classes or as an extracurricular activity; iii) demonstrate the different developments regarding this practice; iv) reconciling capoeira with integral education. After selection, information about the characteristics of the sample, interventions used, comparative groups, results and conclusions were extracted, and a descriptive analysis of the results was performed. The PEDro scale (1999) was used to assess the quality of studies. RESULTS: A total of eight articles were included, in which two emphasized physical/motor development and kinesthetic body intelligence, and the other six varied with physical, social, cultural, cognitive and affective aspects. The quality analysis of the studies showed that two articles achieved a total score of 3/10, while the others obtained a score of 2/10. CONCLUSION: The results showed that the practice of capoeira is shown to be a positive instrument for the development of comprehensive training of students, however, the low methodological quality of the included studies must be considered.

scholarly journals Development of pteridophyte catarium (herbarium catalog) media in plantae materials for X graders of SMA Islam Batu

2021 ◽  
Vol 1 (1) ◽  
pp. 26-36
Author(s):  
Faqih Asshiddiqie ◽  
Mohamad Amin ◽  
Elly Purwanti ◽  
Atok Miftachul Hudha ◽  
Ahmad Fauzi
Keyword(s):  
Direct Observation ◽  
Large Scale ◽  
Learning Objects ◽  
Contextual Learning ◽  
Learning Activities ◽  
Development Model ◽  
Is Research ◽  
Observation Process ◽  
Biology Learning

: Plantae material is one of the materials that requires a direct observation process to determine the characteristics, morphology, metagenesis, and benefits for the environment, especially in Pteridophyte material. So far, students only use textbooks and students have not been invited to learn with contextual learning objects. Thus, media is needed to facilitate direct observation and identification of plants. The purpose of this research is to produce learning media Pteridophyte catarium (Catalog Herbarium). This type of research is research and development (R&D) with the ADDIE development model. The results showed that the quality of the product according to media experts was very feasible with an assessment percentage of 77.08%, as well as according to material experts who said it was very feasible with a 95% rating percentage. The results of the teacher's response were 79.16% and the results of readability by students on a small and large scale respectively were 76.5% and 81.16%, indicating very decent quality. It was concluded that the product in the form of Pteridophyte catarium learning media was very suitable to be used as a teacher's learning media in plantae biology learning activities.

scholarly journals Impact of newborn screening and quality of therapy on the neurological outcome in glutaric aciduria type 1: a meta-analysis

2020 ◽  
Vol 23 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Nikolas Boy ◽  
Katharina Mengler ◽  
Jana Heringer-Seifert ◽  
Georg F. Hoffmann ◽  
Sven F. Garbade ◽  
...  
Keyword(s):  
Newborn Screening ◽  
Motor Development ◽  
Neurological Outcome ◽  
Meta Analysis ◽  
Glutaric Aciduria Type ◽  
Glutaric Aciduria Type 1 ◽  
Glutaric Aciduria ◽  
Quality Of Therapy

Abstract Purpose Glutaric aciduria type 1 (GA1), a rare inherited neurometabolic disorder, results in a complex movement disorder (MD) with predominant dystonia if untreated. Implementation into newborn screening (NBS) programs and adherence to recommended therapy are thought to improve the neurological outcome. Methods Systematic literature search for articles published from 2000 to 2019 was performed using the PRISMA protocol. Studies reporting on more than one individual identified by NBS were included. We investigated effects of interventional and noninterventional variables on neurological outcome. Results Fifteen publications reporting on 647 GA1 patients were included. In the NBS group (n = 261 patients), 195 patients remained asymptomatic (74.7%), while 66 patients (25.3%) developed a MD. Compared with the NBS group, a much higher proportion of patients (349/386; 90.4%; p < 0.0001) diagnosed after the manifestation of neurologic symptoms had a MD and an abnormal motor development (285/349; 81.7%; p < 0.0001). For NBS patients, deviations from the recommended diet increased the risk of insidious onset MD, while delayed start of emergency treatment increased the risk of acute onset MD. Conclusions This meta-analysis demonstrates that NBS programs for GA1 have an overall positive effect on the neurological outcome of affected individuals but their success critically depends on the quality of therapy.

Preparation for Future Teaching

2017 ◽  
pp. 293-305 ◽  
Author(s):  
Michael P. Downton
Keyword(s):  
Teaching Assistant ◽  
Teacher Education Programs ◽  
Learning And Development ◽  
Education Programs ◽  
Preparation For Future Learning ◽  
Development Course ◽  
Pre Service Teacher ◽  
Future Learning ◽  
University Setting

Teacher education programs are tasked with a myriad of responsibilities to help improve the quality of future teachers. Despite the constraints of using non-licensed teachers in a public classroom setting in order for the pre-service teacher to gain experience, a Teaching Assistant (TA) program has been implemented in a university setting and thus removing the logistical obstacles pre-service teachers face. Using a preparation for future learning model, pre-service teachers enrolled in a human learning and development course engaged in activities that ranged from mentoring students, developing grading rubrics, and grading student assignments. Triangulation of qualitative data showcases the importance of assessment (i.e., feedback) and the pre-service teacher's identity as emergent themes. Discussion of possible design iterations to the TA program and its potential impact are discussed.

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