scholarly journals Study of Motor Competence in 4–5-Year-Old Preschool Children: Are There Differences among Public and Private Schools?

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 340
Author(s):  
Marcos Mecías-Calvo ◽  
Carlos Lago-Fuentes ◽  
Víctor Arufe-Giráldez ◽  
Rubén Navarro-Patón
Keyword(s):  
Public Schools ◽  
Preschool Children ◽  
Private Schools ◽  
Test Score ◽  
Manual Dexterity ◽  
Motor Competence ◽  
Public And Private ◽  
Percentage Score ◽  
Total Percentage ◽  
Total Test

The objectives of this study were (1) to investigate the presence of preschool children with severe motor difficulties (SMDs) and (2) to evaluate the existence of differences in the motor competence (MC) of preschool children from public and private schools based on gender. A total of 581 preschool children (4.66 ± 0.52 years) from Galicia (Spain) were assessed. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect the data. Preschool children from public schools presented a greater number of SMDs (OR = 20.65; CI = 9.99–85.53; p < 0.001). Preschool children from private schools have higher scores on the variables studied (for example, manual dexterity (p < 0.001), aiming and catching (p < 0.001), balance (p < 0.001), total test score (p < 0.001), and total percentage score (p < 0.001)). Regarding the gender factor, differences were found in manual dexterity (p < 0.001), aiming and catching (p = 0.014), balance (p < 0.001), total test score (p < 0.001), total percentage score (p < 0.001), and in the interaction of both factors in balance (p < 0.001), total global score (p = 0.004), and total percentage score (p < 0.001). Preschool children from private schools are less likely to have severe movement problems and score higher on all dimensions of the MABC-2 than preschool children from public schools analyzed in this study. Likewise, girls score higher than boys in all dimensions, except in aiming and catching.

scholarly journals Relative Age Effect on Motor Competence in Children Aged 4–5 Years

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 115
Author(s):  
Rubén Navarro-Patón ◽  
Marcos Mecías-Calvo ◽  
José Eugenio Rodríguez Fernández ◽  
Víctor Arufe-Giráldez
Keyword(s):  
Preschool Children ◽  
Test Score ◽  
Age Effect ◽  
Manual Dexterity ◽  
Motor Competence ◽  
Relative Age ◽  
Relative Age Effect ◽  
Movement Assessment ◽  
Total Test ◽  
Total Test Score

The purpose of this study was to evaluate whether a Relative Age Effect (RAE) exists in motor competence of preschool children. The hypothesis was that motor competence, assessed by the Movement Assessment Battery for Children-2 (MABC-2), would be higher in preschool children born in the first quarter of the year compared to those who were born in the last quarter of the same year. A total of 360 preschool children were evaluated of whom 208 (57.8%) were boys and 152 (42.8%) were girls, with a mean age of 4.52 years old (± 0.50). The distribution of the participants was 172 children aged 4 years old and 188 aged 5 years old. The data showed a main effect on the age factor in the total score of aiming and catching (p < 0.001) and in the total test score (p < 0.001), in the quarter of birth factor in all the dimensions studied (i.e., total score of manual dexterity (p < 0.001); total score of aiming and catching (p = 0.001); total score of balance (p < 0.001); total test score (p < 0.001)) and in the interaction between both factors (i.e., total score of manual dexterity (p = 0.005); total score of aiming and catching (p = 0.002); total score of balance (p < 0.001); total test score (p < 0.001)). Age and quarter of birth produce a RAE in 4 and 5-year-old preschool children’s motor competence.

scholarly journals Is It Possible to Reduce the Relative Age Effect through an Intervention on Motor Competence in Preschool Children?

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 386
Author(s):  
Marcos Mecías-Calvo ◽  
Víctor Arufe-Giráldez ◽  
Miguel Cons-Ferreiro ◽  
Rubén Navarro-Patón
Keyword(s):  
Preschool Children ◽  
Test Score ◽  
Intervention Group ◽  
Age Effect ◽  
Specific Intervention ◽  
Motor Competence ◽  
Relative Age ◽  
Percentile Score ◽  
Relative Age Effect ◽  
Total Test

The purpose of the study was to find out whether a short 6-week intervention on motor competence can reduce the Relative Age Effect (RAE) of preschool children born in the first quarter, compared to those born in the fourth quarter of the same year. Seventy-six preschool children (5.20 ± 0.54 years) from Lugo (Spain) participated. A quasi-experimental pre-post-test design was used with an intervention group (n = 32) and a control group (n = 44). The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data before and after the intervention. The data show that, before the intervention, there are significant differences between the control and the intervention group in favor of the former (born in the first quarter of the year) in manual dexterity (p = 0.011), balance (p = 0.002), total test score (p = 0.008), and total percentile score (p = 0.010). After the application of the specific intervention, statistically significant differences were found in aiming and catching (p < 0.001), balance (p = 0.022), total test score (p = 0.001), and total percentile score (p < 0.001) in favor of the intervention group (born in the last quarter of the year). The results obtained suggest that the application of a specific intervention on MC could positively influence the improvement of MC in preschool children (boys and girls) and reduce the differences produced by the RAE.

scholarly journals Evaluation of theory of mind: A study with students from public and private schools

2015 ◽  
Vol 32 (2) ◽  
pp. 213-220 ◽  
Author(s):  
Marisa Cosenza Rodrigues ◽  
Maíze Carla Costa Pelisson ◽  
Flávia Fraga Silveira ◽  
Nathalie Nehmy Ribeiro ◽  
Renata de Lourdes Miguel da Silva
Keyword(s):  
Public Schools ◽  
Preschool Children ◽  
Theory Of Mind ◽  
Private Schools ◽  
Cultural Factors ◽  
Evolutionary Sequence ◽  
Public And Private ◽  
Potential Interactions ◽  
Better Than

This study assessed the development of the theory of mind in preschool children aged 4 and 5 years old, along with potential interactions among gender, age and whether children were from private or public schools. A total of 178 children (91 students from public schools and 87 from private schools) participated in the study. After securing ethical compliance with applicable guidelines, we applied the Theory-of-Mind-Scale. There was no evidence of differences regarding gender (p< 0.38). Differences were found in regard to age (p< 0.001) and whether students were from private or public schools (p< 0.008). Five-year-old children performed better on the scale and children from private schools also performed better than those from public schools. The results show that the scale was sufficiently sensitive to capture the evolutionary sequence of the theory of mind and the relevance of socio-cultural factors. Because research in this field is still incipient, we emphasize the importance of further studies conducted with larger samples.

scholarly journals Effect of a 6-Week Physical Education Intervention on Motor Competence in Pre-School Children with Developmental Coordination Disorder

2021 ◽  
Vol 10 (9) ◽  
pp. 1936
Author(s):  
Rubén Navarro-Patón ◽  
Juan Luis Martín-Ayala ◽  
Mariacarla Martí González ◽  
Alba Hernández ◽  
Marcos Mecías-Calvo
Keyword(s):  
Physical Education ◽  
School Children ◽  
Test Score ◽  
Manual Dexterity ◽  
Motor Competence ◽  
Percentile Score ◽  
Post Test ◽  
The Impact ◽  
Total Test ◽  
Total Test Score

The objective of this research was to analyze the impact of an intervention program performed by a specialist in physical education (PE) to contribute to the development of motor competence (MC) in pre-school children with motor development problems. The sample consisted of 28 children (12 from the intervention group and 16 from the control group) aged between 4.1 and 5.9 years (mean = 4.71 ± 0.54) who were in the fifth and sixth grades of pre-school education in two schools from Lugo, Spain. The Movement Assessment Battery for Children-2 (MABC-2) was used for data collection. The data revealed that, in the pre- and post-test intervention groups, there are statistically significant differences in manual dexterity (p < 0.001; d = 2.63), aiming and catching (p < 0.002; d = 1.13), balance (p < 0.001; d = 1.68), total test score (p < 0.001; d = 3.30) and total percentile score (p < 0.001; d = 1.88). Between the control and intervention post-test groups, significant differences were found in manual dexterity (p = 0.015; η2 = 0.22), aiming and catching (p = 0.003; η2 = 0.32), balance (p = 0.050; η2 = 0.15), total test score (p < 0.001; η2 = 0.47) and total percentile score (p < 0.001; η2 = 0.48). Based on the results obtained, a specific MC program implemented by a PE specialist contributed to the improvement of manual dexterity, aiming and catching and balance, as well as a better percentile in the general MC of pre-school children diagnosed with motor skill problems.

scholarly journals Differences on Motor Competence in 4-Year-Old Boys and Girls Regarding the Quarter of Birth: Is There a Relative Age Effect?

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 141
Author(s):  
Rubén Navarro-Patón ◽  
Víctor Arufe-Giráldez ◽  
Alberto Sanmiguel-Rodríguez ◽  
Marcos Mecías-Calvo
Keyword(s):  
Age Effect ◽  
Manual Dexterity ◽  
Motor Competence ◽  
Relative Age ◽  
Relative Age Effect ◽  
Two Factors ◽  
Movement Assessment ◽  
Gender Factor ◽  
Main Effects ◽  
Total Test

The aim of this study was to evaluate the differences on motor competence between boys and girls aged 4 years old and investigate the existence of Relative Age Effect on their motor competence. In total, 132 preschool children were evaluated, of whom 60 (45.50%) were girls and 72 (54.5%) were boys. The distribution of the participants was from quarter 1 [n = 28 (21.2%)], quarter 2 [n = 52 (39.4%)], quarter 3 [n = 24 (18.2%)], and quarter 4 [(n = 28 (21.2%)], respectively. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect the data. The data show the main effects on quarter of birth factor in manual dexterity (MD; p < 0.001), in aiming and catching (A&C; p < 0.001), in balance (Bal; p < 0.001) and in total test score (TTS; p < 0.001). There are also statistical differences on gender factor in MD (p < 0.001) and in TTS (p = 0.031). A significant effect was also found in the interaction between two factors (gender and quarter of birth) in MD (p < 0.001), A&C (p < 0.001), and Bal (p < 0.001). There are differences in all the variables studied according to the quarter of birth and only in manual dexterity and in the total score if compared according to gender (the scores are higher in girls).

scholarly journals Gender Differences on Motor Competence in 5-Year-Old Preschool Children Regarding Relative Age

2021 ◽  
Vol 18 (6) ◽  
pp. 3143
Author(s):  
Rubén Navarro-Patón ◽  
Joaquín Lago-Ballesteros ◽  
Víctor Arufe-Giráldez ◽  
Alberto Sanmiguel-Rodríguez ◽  
Carlos Lago-Fuentes ◽  
...  
Keyword(s):  
Preschool Children ◽  
Motor Competence ◽  
First Semester ◽  
Relative Age ◽  
Percentile Score ◽  
Relative Age Effect ◽  
Main Effect ◽  
Movement Assessment ◽  
Gender Factor ◽  
Total Test

The aim of this study was to evaluate the differences on motor competence between 5-year-old boys and girls and to investigate the existence of Relative Age Effect (RAE) on their motor competence. A total of 232 preschool children were evaluated of whom 134 (57.8%) were boys and 98 (42.2%) were girls. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data. The data show a main effect on gender factor; there was a main effect in total score of manual dexterity (MD; p = 0.010), in total score of balance (Bal; p < 0.001), in total test score (TTS; p < 0.001), and in total percentile score (TPS, p < 0.001). In the semester of birth factor, there were differences in aiming and catching (A&C, p < 0.001), in Bal (p = 0.029) and in total percentile score (TPS, p = 0.010). Girls perform better in MD, Bal, TTS, and TPS than boys. Preschool children born in the first semester obtain, in general, a higher percentage and a higher percentile than their peers born in the second one. RAE is present in A&C, Bal, and TPS, with higher scores obtained by preschool children born in the first semester compared to those born in the second one.

scholarly journals Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

2019 ◽  
Author(s):  
Sarah Cohen-Woods ◽  
Rachel Laattoe
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
South Australia ◽  
Dress Code ◽  
School Policies ◽  
Public And Private ◽  
School Uniform ◽  
Uniform Policy ◽  
Gender Specific

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

scholarly journals Children’s Perspective of Game: A Comparison of the Public and Private Schools

2017 ◽  
Vol 5 (9) ◽  
pp. 158
Author(s):  
Nevin Gündüz ◽  
Tuğçe Taşpinar ◽  
Nurdan Demiş
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Qualitative Data ◽  
Structured Interview ◽  
Good Time ◽  
Public And Private ◽  
The Public ◽  
Analysis Technique ◽  
Private And Public ◽  
Competitive Games

The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32 volunteer students from four schools, 4 girls and 4 boys, who were determined according to the results of parents surveys consist of our student research group. Qualitative data were obtained by semi-structured interview technique. Content analysis technique was used for qualitative data and six main themes were created.As a result, children at private and public schools have described as ‘’the meaning of the play’’ theme, as ‘’having fun, being happy, having a good time with friends, ’learning new rules, being healthy and doing sports’’. In the research, they also stated that they play game types such as ’’rope, hide, hide and seek’’ which do not require materials in public schools while they indicated they play games such as ‘’ball, dart, taboo and technological games’’ in private schools. Children indicated that they play at school competitive games prepared by teachers in physical activities lessons. It is concluded that, there is not too much change in the meaning of the game in terms of children who study at private and public schools. Children’s type of game and materials especially change for both girls and boys and schools. Although there are purpose of "enjoy" for both of the two groups, but materials and games that used and played are different.

Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)

2021 ◽  
Author(s):  
Yazen Mahmood ◽  
◽  
Saif Younis ◽  
Tala Saeed ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Quality Management ◽  
Total Quality Management ◽  
Private Schools ◽  
Private School ◽  
Total Quality ◽  
Public And Private ◽  
Management Standards ◽  
Private And Public ◽  
Compare Study

This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

Comparisons of Private and Public Schools: What Can We Learn?

1986 ◽  
Author(s):  
Richard J. Murnane
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Cognitive Skills ◽  
School Achievement ◽  
The United States ◽  
Public And Private ◽  
The Press ◽  
Private And Public ◽  
Public School Educators ◽  
Tuition Tax Credits

The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.

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