Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/p...Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children(128 girls; age = 56.08 § 4.09 months; body mass index(BMI) z-score = 0.53 § 1.12(mean § SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2 nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level.Results: Child perceived cognitive competence was positively associated with locomotor skills(p = 0.04; adjusted R2= 0.035) and object-control skills(p = 0.003; adjusted R2= 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant(p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills(p = 0.02) and explained 5.5% of variance at the environment level.Conclusion: Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels.展开更多
The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Educati...The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.展开更多
基金funded by an Agriculture and Food Research Initiative Competitive Grant #2010-85215-20648 from the United States Department of Agriculture (USDA) National Institute of Food and Agriculture
文摘Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children(128 girls; age = 56.08 § 4.09 months; body mass index(BMI) z-score = 0.53 § 1.12(mean § SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2 nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level.Results: Child perceived cognitive competence was positively associated with locomotor skills(p = 0.04; adjusted R2= 0.035) and object-control skills(p = 0.003; adjusted R2= 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant(p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills(p = 0.02) and explained 5.5% of variance at the environment level.Conclusion: Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels.
文摘The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.
