Toys for pre-school children

The age for starting school varies throughout the world, but is usually between the ages of 5 and 7 although nursery education is sometimes provided before then. For the purposes of this article, however, pre-school children are considered to be those up to the age of 5, which is the age at which schooling begins in the United Kingdom.Wherever an age is mentioned, in relation to a suitable toy, it is intended only as a general guide, for children vary to some extent in their rates of development. The differing economic situations, customs, cultures and environments of every country must also affect rates of growth, physical, mental and emotional.Toy designer, Member of the Industrial Society for Artists and Designers. Presenter and adviser on BBC television programmesMaking Toys andParents and Children. Free-lance lecturer and visiting lecturer to Southwark College, on play, toys and toy-making.     

Book reviews

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Application of systems analysis to depository library decision making regarding the use of new technology

This article, the first in a series of four, views the application of systems anal ysis and design as a method of problem solving for documents librarians. Par ticular emphasis is placed on the use of systems analysis as a major, first step in applying computer based technology to problem areas common to U.S. government publication collections. The specific problem areas amenable to the application of this methodology include (1) bibliographic control, (2) col lection development, (3) collection integration, and (4) improved documents reference service. The steps required for its application to these problem areas are described in sequential fashion, and are augumented by actual examples. Several sources of supplementary information are noted for further references.     

Design requirements for a planning information system for training and personnel technology RDT&E

Objectives and information requirements are proposed for the design of a planning information system for Training and Personnel Technology RDT&E. Objectives are (1) improved procedures for relating Training and Personnel Technology RDT&E to defense objectives; (2) continuous coordination of plans through the establishment of a computer-assisted, DoD-wide RDT&E plans information sharing system; (3) improved labeling of work units and simplification of top management presentations by organizing large numbers of small technically-described work units into broad thrusts that identify deliverables with obvious payoff for defense; and (4) more systematic procedures for program evaluation and resource allocation decisions. Issues are identified that should be addressed during the design stage of such a system.     

Quantifying physical activity in first-through fourth-grade physical education via pedometry

The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first- through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first- and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = .82-.89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61-63 SPM for first- and second-grade, and 58-61 SPM for third- and fourth-grade. IN CONCOLUSION: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education.