scholarly journals Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence

2021 ◽  
Vol 18 (20) ◽  
pp. 10847
Author(s):  
Pietro Luigi Invernizzi ◽  
Marta Rigon ◽  
Gabriele Signorini ◽  
Giampiero Alberti ◽  
Gaetano Raiola ◽  
...  
Keyword(s):  
Teaching Style ◽  
Teaching Methodology ◽  
Physical Literacy ◽  
Motor Competence ◽  
Student Centered ◽  
Children And Parents ◽  
Early School ◽  
Non Linear ◽  
Group A ◽  
Early School Age

The goal of swimming school during early school age is to promote physical literacy. According to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear pedagogy), could differently influence the perceptions of aquatic activity of children and parents. Parents of 100 children (53 females and 47 males, age 5.9 ± 0.3 years old) participating in the study were previously interviewed to ascertain their expectations regarding the swimming course. Participants were in a medium-high social context. Subsequently, considering the data of the incoming aquatic motor competence’s tests, children were divided into a linear (LI) and non-linear (NL) pedagogy group. A total of 4 instructors were enrolled. Upon completing the swimming course, the aquatic motor competence’s test was repeated, a pictorial scale of perceived motor competence was administered, and a questionnaire regarding the course was proposed to children’s parents. Physical development and learn to swim resulted two of the most important reasons leading parents to choose swimming courses. LI achieved greater progress than the NL in actual motor competence (A.M.C.), while NL perceived a higher aquatic motor competence (P.M.C.) in 7 out of 10 items of the pictorial scale. Parents of children in LI, gave greater importance to the teacher’s role, while NL’s parents pointed the acquisition of children’s abilities as pivotal. In conclusion, NL approach was more appreciated by children, while LI method was more rewarding for parents because initial expectations were satisfied.

scholarly journals “EFFECT OF KASHYAPOKTA MEDHYA COMPOUND IN IMPROVING ‘IQ’ OF SCHOOL GOING CHILDREN: RANDOMIZED SINGLE BLIND CLINICAL TRIAL”

2021 ◽  
Vol 9 (01) ◽  
Author(s):  
Vinayak Galatage ◽  
Rashmi Moogi
Keyword(s):  
Clinical Trial ◽  
Dropout Rate ◽  
Academic Skills ◽  
School Age ◽  
Early School ◽  
Social Abilities ◽  
Group A ◽  
Early School Age ◽  
Group B ◽  
Single Blind

Abstract- Aims and Objectives- To evaluate the efficacy of Kashyapokta Medhya compound in improving IQ of school going children. Introduction- Intellectual capability of children has naturally become matter of concern for the present society. About 10% of children in early school age performs poorly and have difficulty in learning academic skills. So dropout rate from school are commonly seen in developing countries like India. For this many factors are responsible among them low intelligence is important one. Ayurveda has a unique concept of Medhajanana. Below average IQ child has impairment in over all levels of intelligence that is cognitive, language, motor and social abilities. Thus with the aim of assessing the effect of an Ayurvedic compound on them, this study was conducted. Observations and Results Group A (Kashyapokta Medhya compound) was much more significant in increasing the IQ score compared to placebo group B. Conclusion                                                Kashyapokta Medhya compound improves the IQ in school going children.

scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska
Keyword(s):  
Preschool Age ◽  
Complex Nature ◽  
School Age ◽  
Strange Situation ◽  
Car Seat ◽  
Early School ◽  
History Of ◽  
Early School Age ◽  
The Impact ◽  
Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

scholarly journals Impact of Neonatal Growth on IQ and Behavior at Early School Age

PEDIATRICS ◽  
2013 ◽  
Vol 132 (1) ◽  
pp. e53-e60 ◽  
Author(s):  
L. G. Smithers ◽  
J. W. Lynch ◽  
S. Yang ◽  
M. Dahhou ◽  
M. S. Kramer
Keyword(s):  
School Age ◽  
Early School ◽  
Early School Age ◽  
Neonatal Growth ◽  
And Behavior
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