Julieann M. Berg, Casey M. Breslin* – Temple University
Full manuscript: www.kon.org/urc/v13/berg.html
Abstract: The purpose of this study was to examine the impact of asynchronous music on the performance of locomotor skills in a group of children ages 9-12 years. Statistical analysis revealed no significant differences in locomotor performance between the music and quiet conditions, t20 = .142, p = .889.
Introduction: The development of fundamental motor skills (i.e., running, jumping, hopping) contributes to cognitive, social, motor, and physical growth in children (Robinson & Goodway, 2009). Facilitating a timely and proper development of these skills is essential to keeping children healthy and active. Once learned, these skills lay the groundwork for the development of more specialized exercise and sport skills that can be retained for a lifetime (Stodden et al., 2008). Motor skills must be taught, and the continuous interaction between the learner and his or her environment can determine the competency of skill performance that is achieved (Clark, 2007). The constraints present in the learning environment can encourage or discourage different behaviors and may contribute to the reinforcement of skills throughout the lifespan (Haywood and Getchell, 2009). Haywood and Getchell (2009) define environmental constraints as characteristics of the world outside the body that encourage some movements, while discouraging others, and these constraints can be physical or sociocultural in nature.
Read the full manuscript: www.kon.org/urc/v13/berg.html
Lorraine M. Rindahl, Marie A. Stadler*, University of Wisconsin-Eau Claire
Full manuscript: www.kon.org/urc/v10/rindahl.html
Abstract The purpose of this project was to discover differences in the referential communication skills of bilingual and monolingual children. The children participated in two barrier tasks, one in which each child followed verbal directions and one in which they gave verbal directions, each without benefit of visual cues. Differences were found between the two groups of children with the monolingual children outperforming the bilingual children with receiving and giving verbal directions, even though the bilingual children were considered fluent in English.
Heather MacArthur, Carmen Poulin*, University of Brunswick
Full manuscript: www.kon.org/urc/v10/macarthur.html
Abstract The present research investigates the ratio of male to female characters in a selection of 92 children’s picture books chosen at random from the local library of a small Atlantic Canadian city. Results indicate that, consistent with past findings, male characters are depicted more often than female characters in the titles, cover illustrations, main characters, and page illustrations of the sample. When the results are broken down, however, it is apparent that human male and human female characters are depicted relatively equally, while male animals are represented significantly more often than female animals. Reasons for these findings and the implications for young readers are discussed.
University of British Columbia
Full paper: http://www.kon.org/urc/v8/plowright.html
Abstract Children and youths were the primary vehicle to enact the Khmer Rouge’s campaign of genocide. Explanations for the involvement of people on an individual level often assert the primary role of ideology. However, by analyzing primary accounts and contrasting them with known contextual factors from the time, it can be shown that a lack of social mobility and fear of the regime obliterated the role of ideology, restricted individual agency, and forced youths and children to enact the regime’s policies.