Traditional Games for Establishing Respect Attitude

В статье на основе изучения историко‑педагогических изданий рассматриваются взгляды отечественных педагогов на вопросы интеграции умственного и физического развития детей. В современных условиях внимание родителей в большей степени обращено на интеллектуальную подготовку ребенка к школе в ущерб его физическому развитию. Многочисленные научные исследования доказывают существование взаимосвязи между физическим и умственным развитием детей. Разрабатывая современные концепции и технологии развития детей, целесообразно обратиться к прогрессивному опыту прошлого. Классики отечественной педагогики неоднократно рассматривали в своих работах период дошкольного детства, выделяя его как важный этап в развитии человека. Они подчеркивали необходимость развития целостной личности, интеграции его умственного и физического развития. Теория физического образования П. Ф. Лесгафта базируется на идеях осознанности, осмысленности совершаемых действий. Интеграция умственного и физического воспитания просматривается и в понимании сущности физического образования — «умение владеть своими действиями и мыслями». И. А. Сикорский отмечал опасные последствия ускоренного развития умственных способностей при недостаточном физическом развитии. Важным средством интеграции умственного и физического развития детей классики отечественной педагогики определяли народные подвижные игры. Идеи педагогов прошлого развиваются в современной образовательной практике в организации образовательной среды, в разрабатываемых технологиях. С учетом преемственности идей определены педагогические условия интеграции умственного и физического развития детей дошкольного возраста: обеспечение воспитательного воз‑ действия социальной среды, построение образовательного процесса на ценностях здоровья, здорового образа жизни; вариативное применение народных игр, повышение компетентности родителей и воспитателей. The article examines the views of domestic teachers on the integration of mental and physical development of chil‑ dren based on the study of historical and pedagogical publications. In the modern conditions, the attention of parents is more focused on the child’s intellectual preparation for school rather than to his physical development. Numerous scientific studies prove the existence of relationship between the physical and mental development of children. Developing modern concepts and technologies of children upbringing, it is advisable to refer to the progressive experience of the past. The classics of the Russian pedagogy have repeatedly considered in their works the period of preschool childhood, highlighting it as an important stage in human development. They determined the need for development of a holistic personality, the integration of its mental and physical development. The theory of physical education of P. F. Lesgaft is based on the ideas of awareness, meaningfulness of the actions per‑ formed. The integration of mental and physical education is also seen in the understanding of the essence of physical education — “the ability to control one’s actions and thoughts”. I. A. Sikorsky noted the dangerous consequences of acceler‑ ated development of mental abilities with insufficient physical development. The national outdoor games were determined an important means of integrating the mental and physical development of children by the classics of Russian pedagogy. The ideas of teachers of the past are being developed develop in the modern educational practice, in organization of the educational environment, in the technologies being developed. Taking into account the continuity of ideas, the pedagogical conditions for integration of the mental and physical development of children of preschool age are defined: ensuring the educational impact of the social environment, building an educational process on the values of health and a healthy lifestyle; variable use of folk games, raising the competence of parents and educators

BackgroundPostpartum anxiety and depression has detrimental effects on the overall mental development of children. This study aims to assess the impact of postpartum anxiety and depression on children’s mental development on all sub-scales in a Pakistani population.MethodsA quasi-experimental study was conducted in two peri-urban communities of Karachi, a mega city of Pakistan, to assess the impact of postpartum anxiety and depression on children’s growth and mental development. A total of 420 women were enrolled, who had given consent out of 651 pregnant women identified, during February 2004 to December 2005. Data for socio-demographic, home environment and family relationship variables were collected between 36 weeks of pregnancy and within 10 days of childbirth. Mother’s levels of anxiety and depression were assessed at 1, 2, 6, 12, 18, 24, and 30 months of childbirth. An indigenous, validated screening instrument- Aga Khan University Anxiety and Depression scale was used and diagnostic confirmation was done through a psychologist’s interview, based on DSM IV criteria. Children’s growth and development was monitored in the same sequence using an Early Childhood Development tool that consists of five subscales; socio emotional, language, cognitive, gross motor and fine motor development. Physical growth was monitored by measuring height and weight of the child. Data was analyzed using SAS 9.2. Multivariable Generalized Estimating Equations (GEE) logistic regression was conducted to identify association of postpartum anxiety and depression with each early childhood development indicator, adjusting for parental and child factors.ResultsA significant association of postpartum anxiety and depression with delayed development on all five subscales of children’s mental development was found in our study. Interestingly, our study found that higher maternal age had adverse effects on child’s emotional whereas positive impact on child’s cognitive development. Children’s stunting had an adverse impact on all five subscales of children’s development. Male children were at higher risk for delayed language and gross motor development relative to female children.ConclusionsOur study found that postpartum anxiety and depression is associated with adverse outcomes regarding children’s mental development on all sub-scales. The impact was accentuated by low family income or child’s increasing age.

Purpose: Fundamental Motor Skills as the "cornerstone" of children's healthy growth, its firmness determines children's future development. However, with the progress of science and technology and the convenience of modern life, the physical activity level of children has decreased significantly, and the development of basic motor skills has increased rapidly. Therefore, in October 2020, it was clearly proposed to gradually improve the school physical education teaching model of "health knowledge + basic sports skills + special sports skills". At the same time, as the wisdom crystallization of human development, traditional old games are increasingly replaced by the ever-changing electronic games and gradually fade out of human's vision. The inheritance of excellent traditional sports culture is in urgent need of improvement. Based on this, standing at the intersection of two hundred years of history, this study takes the opportunity of the introduction of excellent traditional sports culture into the campus, fully explores the action education value of traditional old games, integrates the design and implementation of online sports intervention of traditional old games, deeply discusses the influence and effect of traditional old games on basic sports skills, and tries to expand the ideas and perspectives of the inheritance of excellent traditional sports culture. To effectively promote the healthy growth of children to provide empirical reference. Methods: In this study, literature, experiment, interview, mathematical statistics, and other research methods were used to design and improve the teaching design of traditional games, and the first-grade students at a primary school in Shenzhen were selected for experimental research. Among them, 24 students (11 boys and 13 girls) in the experimental class used traditional old games for experimental intervention, while the control class (11 boys and 13 girls) conducted routine teaching arrangements. The experiment lasted for 4 weeks, twice a week for 30 minutes each time. The Gross Motor Development Scale III (TGMD-3) was used before and after the experiment to evaluate children's basic motor skill development, in order to verify the effectiveness of traditional games in improving children's basic motor ability development. Results: After the experiment, the overall level of basic motor skills (t=3.091, p=0.000 < 0.01), mobile skills (t=4.694, p=0.000 < 0.05) and mobile skills of female students (t=6.502, p=0.000 < 0.05) were significantly different between the experimental class and the control class. Conclusion: Through reasonable design and creation of the five principles of fun, feasible, antagonistic, educational, and changeable traditional games, can effectively improve the basic motor skills of 7-8 years old children; The intervention was suitable for the sensitive period of children's motor development, and the traditional online games had the most obvious effect on improving the mobile skills of 7-8 years old children. Influenced by social role awareness and growth sequence, there are significant gender differences in the influence of traditional old games on basic motor skills of children aged 7-8 years, and the development of motor skills of girls is significantly better than that of boys.

The present writer will report the results of a follow-up study of the development of newborn babies during the first four, eight, and twelve months after birth with the object of examining the relationships between the abnormality at the time of pregnancy, perinatal period, or nursling period and the mental development of children themselves. (1) There is no correlation in the developments either of the pedal and manual functions, the language, the emotion, the intelligence, or the social adaptation of the babies. (2) There is no correlation between the developments of the above-mentioned functions, either. (3) There is no correlation between the mental development and the physical development (weight), either. (4) In the relationship between the mother's abnormality and the child's development, it has been found that toxemia of pregnancy, anemia, delivery by means of absorption, Caesarian operation, etc. have nothing to do with the mental development of the child. (5) In the relationship between the child's abnormality and his development it has been found that his prematurity, asphyxia, icterus, etc. have nothing to do with his regular mental development. Especially, many children born in asphyxia have been found to take advanced rank in the developments of manual function, language, emotion, and intelligence, anb this fact backs up Mr. Tsuno, s statement to the effect that, if appropriate care is taken of the mother in pregnancy, the delivery process and the newborn child, asphyxia will do no harm to the intellectual development of the child. No factor has been found supporting the accepted view that asphyxia does harm to the intellectual development of the bady. In short, no more significant relationship can be observed between the abnormality in pregnancy, perinatal period, or babyhood and the mental development of newborn children themselves than, as pointed out in the 2nd Report, between the former and the physical development of children.

Provide reference for relevant children's toy product design and application through analysis on necessity of toy pattern and statement of design key point of children's behavior in toy design from the five aspects of children's motion behavior, gender behavior, prosocial behavior, cognitive behavior and imitation behavior. With improvement of people's living standard, children's toy design is no longer a simple thing, but an artificiality designed from analysis on observation of toy pattern, research of children psychological and physical needs, imitation of children's service environment and exploration of children's consumption behavior. Children's toy design is closely related to children's growth and can bring comfortable, happy, healthy and reasonable life style to children's life and growth. home education pattern, children's product market has gradually developed and expanded. The market starts to falls into categories of daily necessities, furniture and toys which are relevant products of children. Parents pay more and more attention to children's growth, putting forward higher requirements for function, modeling, material and color of children's toy. When people buy products, their attention focuses on whether the product conforms to children's physical and psychological development and behavior pattern, and the product's safety, entertainment, education, experience and distinctness. These attentions bring huge opportunities into the market. This kind of focus effect motivates development of children's toy market and conforms to needs of consumer and market. B. Children's Toy Design Based on Behavior Pattern Should Conform to Physical and Mental Development of Children Children in different phases have different mental and physical development, necessarily resulting in different behavior pattern. Difference in toy pattern necessarily results in different children toys. Display of children's motion behavior, imitation behavior, cognitive behavior, spontaneous behavior and social behavior in children's toy design conforms to activity, intelligence and personality characteristics in different phases of children's mental and physical development and conforms to requirements of comprehensive development of children's mind and body. Action is an important sign of children's mental and physical development and it is also the basis of development of children's other skills. Development of children's motion behavior is under combined effect of brain, nervous system and muscle. Especially in infantile period, children's action development and mental development are positively proportional. Action development can reflect mental development. What's more, children's action development is not a temporary process, but a continuous and periodical development process.

Giving educational stimulation in early childhood can be given through games. Traditional science-based games make an important contribution to supporting children's development. This study aimed to identify traditional games in Central Lombok Regency that can be played in early childhood and how to play traditional games to improve children's development. This research is survey research conducted at Central Lombok Regency. This research uses observation data collection methods, interviews, and documentation. The subjects of this study were six community leaders or cultural leaders and five teachers. Data analysis used descriptive qualitative analysis. The results showed that there were 28 identified traditional games. After being reviewed and verified based on the criteria for tools and materials used: playground, gender, age of players, number of players, and how to play, 23 traditional games were obtained: fort, bekel, ciwe, cepun, do mi gift, merchandise, long dragon snakes, marbles, playing rope, pese-pese'an, temeong-meong, gobak sodor, trumpets, cingkaleng, manuk brackets, splashing, temong-meong, school stones, playing moon, cupring, segem, playing war and coffee. Traditional games use tools, do not use tools, and use poetry/songs. How to play traditional games each game has steps similar to each others. Based on these criteria, traditional games can indirectly improve child development such as cognitive, language, social-emotional, religious and moral values, physical-motor, and artistic.

To evaluate the effect of iron supplementation on mental and motor development in children through a systematic review of randomised controlled trials (RCTs). Electronic databases, personal files, hand search of reviews, bibliographies of books, abstracts and proceedings of international conferences. RCTs with interventions that included oral or parenteral iron supplementation, fortified formula milk or cereals were evaluated. The outcomes studied were mental and motor development scores and various individual development tests employed, including Bayley mental and psychomotor development indices and intelligence quotient. The pooled estimate (random effects model) of mental development score standardised mean difference (SMD) was 0.30 (95% confidence interval (CI) 0.15 to 0.46, P<0.001; P<0.001 for heterogeneity). Initial anaemia and iron-deficiency anaemia were significant explanatory variables for heterogeneity. The pooled estimate of Bayley Mental Development Index (weighted mean difference) in younger children (<27 months old) was 0.95 (95% CI -0.56 to 2.46, P=0.22; P=0.016 for heterogeneity). For intelligence quotient scores (> or =8 years age), the pooled SMD was 0.41 (95% CI 0.20 to 0.62, P<0.001; P=0.07 for heterogeneity). There was no effect of iron supplementation on motor development score (SMD 0.09, 95% CI -0.08 to 0.26, P=0.28; P=0.028 for heterogeneity). Iron supplementation improves mental development score modestly. This effect is particularly apparent for intelligence tests above 7 years of age and in initially anaemic or iron-deficient anaemic subjects. There is no convincing evidence that iron treatment has an effect on mental development in children below 27 months of age or on motor development.

Traditional games play a vital role in developing children’s motor skills, especially when practiced in a family setting. This article aims to examine the impact of traditional games within families on the development of children’s gross and fine motor skills through a literature review and case studies. The study employs a qualitative approach, combining the analysis of relevant literature and direct observation of families engaging in traditional games. The literature review identifies various traditional games that contribute positively to motor skill development. Games like jump rope, congklak (a traditional board game), and egrang (stilts) are known to improve coordination, balance, muscle strength, and agility. Case studies were conducted on several families who routinely played traditional games with their children. Observations revealed that children actively involved in traditional games exhibited better motor skill development than those less engaged in such activities. This article also highlights that parental involvement in traditional games not only strengthens family bonds but also creates a supportive environment for children’s motor skill development. This involvement includes active parental roles guiding and participating in the games, helping children understand the rules and enhancing their social skills. The article concludes by emphasizing the importance of traditional games within families as a tool for developing children’s motor skills. Hopefully, these findings will encourage families and educators to integrate traditional games into children’s daily activities as part of an effective motor development strategy. Further research is recommended to explore various aspects of traditional games and their impact on child development in different contexts.

The purpose of this study was to determine the effect of emotional intelligence on students' mathematical cognitive learning outcomes on the subject of angles and lines in class VIII SMPN 1 Narmada. This type of research is ex post facto and the sampling technique used is proportional random sampling technique with a sample of 132 students. Data retrieval was carried out using an emotional intelligence questionnaire, and a cognitive mathematics learning outcome test. The data analysis technique used descriptive statistics and simple linear regression with a significance level of 5%. Based on the calculation of descriptive analysis, the average value of the students' emotional intelligence data is 178.41. This shows that the emotional intelligence of class VIII SMPN 1 Narmada students is in the high category. For the average value of students' mathematical cognitive learning outcomes is 65.33. This shows that the cognitive learning outcomes of eighth grade students of SMPN 1 Narmada are in the medium category. From the results of inferential analysis using simple linear regression, the estimator equation = -32.736 + 0.550X. Based on the results of the analysis obtained tcount = 19,631; t table = 1.645 and p = 0.000, the tcount value is more than ttable, namely 19.631 &gt; 1.645 and the statistical significance level is less than the tester's significance level = 0.05, then the estimating regression equation obtained is significant at the 5% significance level, so there is an effect emotional intelligence on cognitive mathematics learning outcomes. R2 = 0.748 indicates that 74.8% of students' mathematical cognitive learning outcomes can be explained by emotional intelligence variables. Thus, there is a significant influence between emotional intelligence on cognitive learning outcomes of mathematics students in class VIII of SMPN 1 Narmada.

The problem in this research is the low level of physical fitness among students at SD Negeri Dendeng, Kupang Regency. The aim of this research is to improve the fitness of fifth grade male students at SD Negeri Dendeng through the traditional foreign game Gala and the traditional game Siki doka. The data collection technique uses the TKJI test for the 12-14 year age group. The sample in this study was male students in class V of SD Negeri Dendeng with a total of 28 students. This research uses the Randomized pretest-posttest Control Group Design experimental method. The results of hypothesis testing show that the percentage of training running speed before training in Group 1 of the traditional game Gala Sing (PTGA) was 16.140 seconds (p&gt;0.05) and after training with a running speed of 12.930 seconds (p&lt;0.05) was greater than in Group 1. 2 traditional games Siki doka (PTSD) with running speed before training 16.055 seconds (p&gt;0.05) and after training 14.666 seconds (p&lt;0.05), and the difference in improvement in group 1 traditional game foreign gala = 3.210 seconds greater from group 2 of the traditional game siki doka = 1.389 seconds. With an average increase in physical fitness after training in Group 1 the traditional foreign game Gala had a better effect with an increase percentage of 19.88% greater than in group 2 the traditional game Siki doka with an increase percentage of 8.65%. T-test analysis shows that tcount is greater than ttable. This indicates that there is a significant difference between the pre-test and post-test, which shows an increase in the physical fitness of class V students at SD Negeri Dendeng, Kupang Regency after being taught both through the foreign traditional game Gala and the traditional game siki doka.

To determine the effect of very low birth weight (VLBW; <1500 g) and moderately low birth weight (MLBW; 1500-2499 g) on children's mental and motor development and physical growth during the first 2 years of life and whether VLBW and MLBW babies catch up to normal birth weight (NBW; > or =2500 g) children by age 2. We use data on dizygotic (DZ) and monozygotic (MZ) twins and singleton births from the first two waves of the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative dataset of children born in the US in 2001. We estimate the effects of VLBW and MLBW on children's mental and motor development scores, weight-for-age, weight-for-length, weight-for-height, and length-for-age z-scores at 9 months and 2 years. We examine whether differences in outcomes within twin pairs are related to differences in their birth weights. The within-twins analysis is conducted on samples of DZ and MZ twins. For comparison, we also estimate birth weight effects on child outcomes from multivariate linear regression models using the full singleton and twins' sample. We also estimate the effect of being small-for-gestational age (SGA; birth weight <10th percentile for gestation) using the same set of models in order to separate out the effects of fetal growth restriction from prematurity. Evaluation of all births showed that VLBW and MLBW have large negative effects on mental development, motor development, and growth at 9 months and 2 years of age. However, results from within-twin models with DZ twins that control for shared maternal and environmental factors showed much less effect of birth weight on mental or motor development, but continued large effects on growth for the VLBW group. Within-twin models with MZ twins that control for shared maternal, environmental, and genetic factors showed statistically insignificant effects of birth weight on mental and motor development, but continued effects on growth. Similar patterns were found when examining the effects of SGA. After controlling for the influence of maternal, environmental, and genetic factors, low birth weight has at most a small negative effect on children's mental and motor development in their first 2 years of life. However, low birth weight is a major risk factor for children's physical growth in the early years and there is no evidence of catch-up by age 2.

This research is motivated by the ability of fifth grade students' reading comprehension is low, evidenced by the students do not understand and comprehend the content of reading, students had difficulty answering questions relating to the content of reading, as well as the average value of students still under KKM. This study aims to determine the effect of learning methods talk think write on the ability of reading comprehension folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. This study was an experimental study. The population in this study were students of class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency totaling 22 students. The sampling technique used is total sampling where authors set into the sample population. So the study sample used is a fifth grade students of SD Negeri 1 Cidempet of Arahan District of Indramayu Regency totaling 20 students. Data collection techniques used is to write test. Data analysis techniques in this study is the normality test and test hypotheses (z test) is used to determine the effect of learning methods talk think write to the reading comprehension of folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. Based on test results using a statistical hypothesis test obtained Z hit (7,458) Z daf (2.35), then thank Hi means that there are significant learning method talk think write to the reading comprehension of folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. The conclusion of this study is the application of learning methods talk think write on the ability of reading comprehension folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. Suggestions in this study is teachers can implement a wide variety of learning methods in the implementation of learning so that students are active in studying and understanding the concepts being taught, and teachers should use teaching methods talk think write to improve reading comprehension folklore.

Background: In the 21st century, children often prefer modern video games, which can lead to decreased physical activity and increased screen time. This lack of physical activity can result in poor motor skills and social skills among children. Motor and social skills are crucial for the development and growth of primary school children. Locomotor gross motor skills focus on walking, running, jumping, and skipping, which help children improve movement during physical activities. Social skills help children communicate with peers, understand friends, establish cooperation, and build healthy interpersonal relationships. It is believed that traditional games can help children aged 10‑12 improve their motor and social skills. Purpose: This study aims to analyze the impact of traditional team sports on optimizing locomotor gross motor skills and social skills in children aged 10‑12 years. Design/methodology/approach: This research study utilized a quasi‑experimental research method. The traditional games used in the study were gobak sodor and bakiak team. The study focused on children aged 10‑12 years. The instruments used for assessment were the Test of Gross Motor Development‑2 (TGMD‑II) for evaluating gross motor ability and a social skills questionnaire. The data were analyzed using a t‑test at a 5% significance level. Results and Conclusion: The analysis results of the first few t‑tests showed that the t‑count value (16.102) was greater than the t‑table value (2.093), and the p‑value (0.000) was less than 0.05. This indicates that there is an effect of traditional team games on the gross motor development of children aged 10‑12 years. The results of the second t‑test analysis also indicated that the t‑count value (14.912) was greater than the t‑table value (2.093), suggesting an effect of traditional team games on both gross motor abilities and social skills of children in the same age group. In the third t‑test analysis, the t‑count value was greater than the t‑table value, indicating differences between the experimental group and the control group. This suggests an effect of traditional team games on the development of gross motor skills and social abilities of children aged 10‑12 years.

This community service activity aims to introduce and develop traditional Indonesian games for early childhood to kindergarten teachers in Germany and Indonesia. The games developed include Dhakon, Genteuk Bruek, Bakiak, Cenge-Cenge, and Kotak Karet. Through this program, teachers are trained on how to adapt traditional Indonesian games to the context of early childhood education, as well as how to utilize these games to support children's cognitive, motor, social, and emotional development. The activities are conducted using lectures, Q&amp;A sessions, and hands-on practices involving teachers from both countries. In addition to enriching pedagogical approaches, this program also contributes to the preservation of local culture amidst globalization. The data produced in this community service program is derived from a comprehensive evaluation of the impact of traditional Indonesian games on early childhood education in Germany and Indonesia. The primary data sources include pre-test and post-test scores, observational data, and feedback collected through questionnaires and interviews. The pre-test and post-test scores provide quantitative evidence of the improvement in teachers' understanding of the educational value of traditional games. Observational data captures the engagement and active participation of teachers during workshops, while qualitative feedback from questionnaires and interviews highlights the perceived benefits and challenges of integrating traditional games into early childhood curricula. This data underscores the effectiveness of traditional games in enhancing cognitive, motor, social, and emotional development in young children, as well as promoting cross-cultural understanding and cultural preservation. This program not only fosters cross-cultural understanding but also encourages the use of creative, local wisdom-based teaching methods.

Interest in home-visitation services as a way of improving maternal and child outcomes has grown out of the favorable results of a trial in semirural New York. The findings have not been replicated in other populations. To test the effect of prenatal and infancy home visits by nurses on pregnancy-induced hypertension, preterm delivery, and low birth weight; on children's injuries, immunizations, mental development, and behavioral problems; and on maternal life course. Randomized controlled trial. Public system of obstetric care in Memphis, Tenn. A total of 1139 primarily African-American women at less than 29 weeks' gestation, with no previous live births, and with at least 2 sociodemographic risk characteristics (unmarried, <12 years of education, unemployed). Nurses made an average of 7 (range, 0-18) home visits during pregnancy and 26 (range, 0-71) visits from birth to the children's second birthdays. Pregnancy-induced hypertension, preterm delivery, low birth weight, children's injuries, ingestions, and immunizations abstracted from medical records; mothers' reports of children's behavioral problems; tests of children's mental development; mothers' reports of subsequent pregnancy, educational achievement, and labor-force participation; and use of welfare derived from state records. In contrast to counterparts assigned to the comparison condition, fewer women visited by nurses during pregnancy had pregnancy-induced hypertension (13% vs 20%; P=.009). During the first 2 years after delivery, women visited by nurses during pregnancy and the first 2 years of the child's life had fewer health care encounters for children in which injuries or ingestions were detected (0.43 vs 0.55; P=.05); days that children were hospitalized with injuries or ingestions (0.03 vs 0.16; P<.001); and second pregnancies (36% vs 47%; P=.006). There were no program effects on preterm delivery or low birth weight; children's immunization rates, mental development, or behavioral problems; or mothers' education and employment. This program of home visitation by nurses can reduce pregnancy-induced hypertension, childhood injuries, and subsequent pregnancies among low-income women with no previous live births.