Power Of Children Research Articles

Children's and adolescents' anaerobic performance during cycle ergometry.

Cycle ergometry studies originated in the early 1900s but it was not until the early 1970s that the first studies of children and anaerobic performance were established. Since that time, research into the anaerobic performance of children and adolescents has proliferated, mainly due to attempts by investigators to overcome methodological problems. Besides the increase in studies using the most popular anaerobic test, the friction-braked Wingate, other tests such as the force-velocity and isokinetic cycle ergometers are becoming more common. No matter how the data are standardised, there is unequivocal agreement that children's and adolescents' anaerobic power scores are lower than those of adults. Qualitative muscular differences are often cited for this disparity rather than differences in the quantity of muscle, but conclusive research is lacking in this area. Despite the ethical considerations involved in studies with children, cycle ergometry has aided researchers to assess external short term power output, mean power and fatigue.

The Analysis of Power in Children's Literature

The Analysis of Power in Children's Literature

Knowing the rules: Discursive strategies in young children's power struggles

“Rule-following” has been established as a stage in children's moral development and in their play, although certain scholars have noted that children both respond to and resist adult-imposed rules. Findings of observational research presented in this article suggest that rules are also invoked strategically by children to exercise power over others or preserve their own autonomy in institutional settings where physical violence is forbidden. Rules can thus be conceptualized as powerful “knowledge” in the Foucauldian sense which children become increasingly adept at using in their early years in educational institutions. In this article, the use of classroom rules for the exercise of power is situated within a more general typology of power strategies used by young children. A distinction is made between violent and non-violent strategies, within nonviolent strategies between physical and discursive strategies, within discursive strategies between the use of rules and other strategies, and within the use of rules between classroom rules and those stemming from within sociodramatic play. It is noted that, although within sociodramatic play power is primarily achieved by holding a power position within the fantasy, classroom rules are invoked both to defend eligibility for such positions and as a means of manifesting their power.

The Collaborative Development of Power in Children's Arguments

(1992). The Collaborative Development of Power in Children's Arguments. Argumentation and Advocacy: Vol. 29, No. 2, pp. 77-88.

Anaerobic Endurance and Peak Muscle Power in Children With Spastic Cerebral Palsy

The aim of this study was to provide information on anaerobic muscle endurance (mean power) and peak muscle power in children with spastic cerebral palsy. We measured peak power and mean power of the upper and lower limbs in 29 boys and 20 girls, aged from 6 to 14 years, by means of the Wingate Anaerobic Test. In addition, the physical components (physical capacity, upper limb, and lower limb) of a system used for evaluating function in the physically disabled were assessed. Of the 49 subjects, 46 and 37 successfully completed the arm and leg Wingate Anaerobic Test, respectively. Compared with norms for age and gender (healthy, nonathletic children), peak and mean power in the patients, even when corrected for body weight, were distinctly subnormal. The performance of subjects with quadriplegia was 3 to 4 SDs below the mean for controls. Twenty-five of diplegic and hemiplegic subjects had values below 2 SDs. When the data were analyzed according to the severity of the cerebral palsy, with the use of the physical capacity, upper limb, and lower limb score, those children with moderate to severe cerebral palsy had values for mean and peak power of the arm and leg 3 to 4 SDs below the normal mean. Values for children with only mild cerebral palsy also fell below the mean, but the data were more scattered, especially for the leg. The lower muscle performance may reflect both quantitative and qualitative differences in the upper- and lower-limb muscles, due to altered innervation and, in the more severely affected children, disuse.

Coming alive in school math and beyond

In spite of ever-increasing efforts, the failure of schools to help children learn mathematics in a relevant and useful manner continues. We know that the enforced rote learning is a direct cause of this, so we try to promote better teaching methods. But having given up on the children, believing most of them incapable, we continue teaching everything with drill and testing, thus ensuring the continued rote learning and confirming our beliefs. Thus the children's power of thought, vitality and responsibility remain wiped out.

Developmental Aspects of Maximal Aerobic Power in Children

Developmental Aspects of Maximal Aerobic Power in Children

Effects of computer programming on young children's cognition.

Computers will soon be an integral part of the classroom and home environment of children, yet there are unanswered questions concerning their effects on young children's cognition; Particularly salient are largely unsubstantiated claims concerning the cognitive benefits of computer programming. This study assessed the effects of computer programming on children's cognitive style (reflectivity, divergent thinking), metacognitive ability, cognitive development (operational competence, general cognitive measures), and ability to describe directions. Eighteen 6-year-old children were pretested to assess receptive vocabulary, impulsivity/reflectivity, and divergent-thinking abilities. The children were then randomly assigned to one of two treatments, computer programming or computer-assisted instruction (CAI), that lasted 12 weeks. Posttesting revealed that the programming group scored significantly higher on measures of reflectivity and on two measures of divergent thinking, whereas the CAI group showed no significant pre- to posttest differences. The programming group outperformed the CAI group on measures of metacognitive ability and ability to describe directions. No differences were found on measures of cognitive development. The increasing acceptance of the critical necessity for children to become computer literate is leading to an increased prominence of computers in the home and school environment. Yet there are unanswered questions regarding the effects of computer use on children's thinking. The purpose of this study was to investigate the effects of computer programming on 6-year:old children's cognitive style, metacognitive abilities, cognitive development, and ability to describe directions. Seymour Papert, one of the creators of the computer language Logo and a leading exponent of the use of computer programming to expand children's intellectual power, based his ideas on the theories of Piaget, with whom he studied. Papert (1980) has argued that the most beneficial is what he calls Piagetian learning, or learning without being taught. He has proposed that computer programming environments can create conditions under which intellectual models take root, conditions in which young children can master

THE ORIGIN OF CREATIVE POWER IN CHILDREN

THE ORIGIN OF CREATIVE POWER IN CHILDREN Get access Christopher Alexander Christopher Alexander Search for other works by this author on: Oxford Academic Google Scholar The British Journal of Aesthetics, Volume 2, Issue 3, July 1962, Pages 207–226, https://doi.org/10.1093/bjaesthetics/2.3.207 Published: 01 July 1962

Comparison of a tranquilizer and a psychic energizer used in treatment of children with behavioral disorders.

Seventy-five hyperactive, poorly integrated children were divided into groups of 25 for a comparative study of the effects of two drugs on their behavior. One group received a psychic energizer (deanol) in doses of 50 mg. twice daily; the second received a sedative (trimeglamide) in doses of 250 mg. twice daily; the third received a placebo. Systematic observations were made before and after the period of medication. Analysis of the results showed that deanol generally increased the child's power of concentration as manifested in integrative tasks such as puzzle-solving. Trimeglamide generally alleviated tantrums and diffuse hyperactivity. The placebo group did not manifest either of these effects. The author suggests the concomitant use of these two drugs in overly aggressive, emotionally disturbed children.

An Experiment to Determine the Effectiveness of Practice Tests in Teaching Beginning Reading

During this period of reconstruction, there probably is no other subject in the school curriculum which is receiving such widespread and concentrated attention as reading. Since it is generally conceded that reading is the most important of the school arts, that it is the master key with which we unlock the gateway to every other subject, it is small wonder that reading has been the target for such universal investigation. These scientific studies, resulting in valuable contributions to the teacher, have been carried on by many competent people in all parts of the country. They have extended over a very long period of time and have covered all stages of reading develop ment. As a result we have accumulated a great body of scientific knowledge in which the process of learning to read has been analyzed into its elements and the laws governing the successful teaching of reading have been clearly formulated. By combining the most significant of these contributions with a vast amount of experimental data accumulated while attempting to develop practice tests in reading, it was possible to set up certain definite aims or objectives which it seemed highly de sirable to embody and combine in a complete new method for teaching beginning reading to first-grade children. The most important of these aims were : i. To develop the child's power to purpose through the use of reading situations. 2. To enable him to use his reading ability as a tool in carry ing out his purpose from the time of his first contact with the reading activity. 3. To provide some means whereby the child may largely teach himself in learning to read. 213