Promoting Health and Preventing Developmental Challenges through Movement, Play, and Sports in Children and Adolescents | chapter 7 | An Overview of Disease and Health Research Vol. 5

The conditions of life under which children and adolescents are growing today have changed a lot in recent decades. Children and teenagers have to face multifaceted mental and social burdens. The disappearance of free natural spaces for movement, and the growing use of media and technology, lead to a loss of spatial, social and direct physical-aesthetic experiences. Consequences for children and young people are often expressed as weaknesses in coordination and physical posture, obesity, perception and cognitive impairment, antisocial and aggressive behaviour, reduced physical strength, addiction problems, as well as mental and psychosomatic damage. The aim of this study is to explore the role of movement, play, and sports in promoting health and preventing developmental, psychological, and social challenges among children and adolescents, by identifying how structured physical activities can support their physical, mental, and emotional well-being in the face of modern societal pressures.  The method adopted for the study was a review of the bibliography. The study identifies the potential of movement, play and sport to prevent developmental disorders of children and adolescents due to drug use, physical illness, psychosomatic disorders, and psychosocial disorders. In conclusion, offers, in terms of movement, play and sports, should be organised in such a way that children and young people experience success. To achieve this, it is necessary for the teaching and learning method to be individualised and diversified, to offer simplifications and to present achievable and accessible goals.

 

 

Author(s) Details

Georgios F. Zarotis
University of the Aegean, Faculty of Human Sciences, Rhodes, Greece.

 

Please see the book here :- https://doi.org/10.9734/bpi/aodhr/v5/6125

 

Introduction of Teachers Perspective on Instructional Strategies: Implemented at Early Childhood Years | Chapter 7 | Progress in Language, Literature and Education Research Vol. 8

The study demonstrated the potentials that exist for the use of instructional strategies to complement the teachers" attempt to create constructive learning environments in early childhood settings. Instructional strategies contribute to effective teaching and learning in early childhood classrooms, which in turn, impacts children’s development in diverse ways. Even though previous research points to the significance of early childhood teachers’ practices that take into consideration the nature of children and how they learn, there is limited research regarding how instructional strategies impact children’s development in diverse ways. A multi-case-qualitative study approach was used in this study because there is a need to establish the differences regarding teachers" practices in Tata School and Kariba School sited in different socio-economic settings. One research question guided the study, namely, which instructional strategies do teachers use in a kindergarten classroom? Data used were semi-structured individual interviews pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis, as was used. The findings of this study revealed these teachers believed that instructional strategies impacted children’s development in different ways; they pointed to play-based instruction and integration as well as specific strategies such as picture-walk and think-pair-share that they believed to promote effective teaching and learning in kindergarten classrooms which in turn, enhanced and promoted children’s multiple intelligences in terms of socio-emotional, physical, cognitive and language development. The study established that insights of pre-service early childhood teachers into the appropriate use of both specific and generic instructional strategies regarding when and how to use each of them within the teaching and learning context have the potential to unearth children’s potential by situated the selection of instructional strategies within the context of the uniqueness that individual children bring to the teaching and learning context concerning interests, needs and potential.

Author(s) Details:

Mumuni Thompson,
University of Cape Coast, Ghana.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14273