Self-image and self-awareness: Group activities

As young children develop both physically and emotionally, it is important for adults to present opportunities to them for discussion and reflection upon their growth. The activities below suggest five creative ways to help foster a positive self-image and boost self-awareness. Baby Talk, The Birthday Chair, and Chronicle Growth Chart aid young children in their awareness of the process of growth. Music Pictures introduces a mode for self-expression. Dial-a-Parent integrates the family into the school environment. Children should enjoy the time spent devoted to studying themselves.These activities are from the bookThe Elementary Guidance Connection Charles C. Thomas, Springfield, IL.     

Acute effects of intense interval training on running mechanics

The aims of this study were to determine if there are significant kinematic changes in running pattern after intense interval workouts, whether duration of recovery affects running kinematics, and whether changes in running economy are related to changes in running kinematics. Seven highly trained male endurance runners (VO 2max = 72.3 +/- 3.3 ml kg -1 min -1 ; mean +/- s) performed three interval running workouts of 10 X 400 m at a speed of 5.94 +/- 0.19 m s -1 (356 +/- 11.2 m min -1 ) with a minimum of 4 days recovery between runs. Recovery of 60, 120 or 180 s between each 400 m repetition was assigned at random. Before and after each workout, running economy and several kinematic variables were measured at speeds of 3.33 and 4.47 m s -1 (200 and 268 m min -1 ). Speed was found to have a significant effect on shank angle, knee velocity and stride length (P ? 0.05). Correlations between changes pre- and post-test for VO 2 (ml kg -1 min -1 ) and several kinematic variables were not significant (P > 0.05) at both speeds. In general, duration of recovery was not found to adversely affect running economy or the kinematic variables assessed, possibly because of intra-individual adaptations to fatigue.     

Student teacher professional agency in the practicum

Teachers are encouraged to be active professionals in their work. Consequently, the development of professional agency in student teachers is an important dimension in teacher education. This paper reports on a study where the practice of six early childhood student teachers enrolled in a Bachelor of Education (Teaching) course was analysed, using Giddens' concept of agency, and each was found to have operated with agency. However, when additional criteria pertaining to early childhood professional practice were applied by means of a triadic viewpoint only three of the student teachers were deemed to have operated with ‘professional’ agency. Factors that were perceived to have contributed to or detracted from the student teachers' capacity to operate with professional agency were identified. Arising from these factors, this paper argues for in‐depth student teacher preparation for the practicum in order to develop professional agency.     

‘Social Skills’: Following a Travelling Concept from American Academic Discourse to Contemporary Danish Welfare Institutions

The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills.     

Language and reading impairments are associated with increased prevalence of non-right-handedness

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.     

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.