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Thomas, Simone, Emma Sciberras, Kate Lycett, Nicole Papadopoulos, and Nicole Rinehart. "Physical Functioning, Emotional, and Behavioral Problems in Children With ADHD and Comorbid ASD: A Cross-Sectional Study." Journal of Attention Disorders 22, no. 10 (May 25, 2015): 1002–7. http://dx.doi.org/10.1177/1087054715587096.
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Objective: To examine (a) physical and daily functioning in children with ADHD and autism spectrum disorder (ASD) compared with ADHD alone and (b) whether decreased physical quality of life (QoL) is associated with increased emotional and behavioral problems in children with ADHD-ASD. Method: Cross-sectional study comprising 392 children with confirmed ADHD (ADHD-ASD, n = 93; ADHD alone, n = 299) recruited from 21 pediatric practices in Victoria, Australia. Data were collected via parent and teacher surveys. Key measures included the Strengths and Difficulties Questionnaire (SDQ) and Pediatric Quality of Life Inventory (PedsQL). Results: Children with ADHD-ASD had poorer QoL across both psychosocial and physical health domains, and also had greater parent-reported behavioral, emotional, and peer problems, compared with children with ADHD alone. Poorer physical QoL partially mediated the relationship between comorbid ASD status and poorer emotional and behavioral functioning. Conclusion:The comorbid overlay of ASD in ADHD appears to influence not only problems in physical functioning but also the severity of problems relating to areas of emotional and behavioral functioning.
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KENNEDY, Amber, Beverley VOLLENHOVEN, Richard HISCOCK, Catharyn STERN, Susan WALKER, Jeanie CHEONG, Jon QUACH, et al. "School Age Developmental Outcomes of Children Conceived by IVF Compared with Controls: A Population Linkage Study." Fertility & Reproduction 04, no. 03n04 (September 2022): 137. http://dx.doi.org/10.1142/s2661318222740498.
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Background: There has been increasing interest in assessing longer term developmental and health outcomes in IVF-conceived offspring compared with those born after natural conception. So far, the findings have been conflicting. The Australian Early Developmental Consensus (AEDC) assesses children in their first year of primary school across five domains; physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. Aim: To compare school entry (5-7 years of age) outcomes in IVF-conceived children in Victoria with naturally conceived controls. Method: We undertook a statewide data linkage study, with perinatal data (births 2005-2014) linked to data from major IVF providers in Victoria and the AEDC. Our approach to analysis included: complete case analysis, multiple imputation of missing data, consideration of clustering (siblings) and inverse probability weighted modeling to adjust for covariates. Our primary outcome was an AEDC score indicative of developmental vulnerability in two or more domains. We adjusted for the child’s age at assessment, sex, highest level of maternal education, maternal age, parity, SEIFA (Socio-Economic Indexes for Areas) quintile, language background other than English, and Aboriginal and Torres Strait Islander (ATSI) status. Results: The linked dataset comprised 163,418 children, including 4,441 IVF-conceived children. The IVF conceived population had older, more highly educated mothers who lived in more affluent areas and were less likely to be from non-English speaking backgrounds or identify as ATSI. IVF-conceived children were less likely to be developmentally vulnerable, in both unadjusted (RR 0.59, 95%CI: 0.52-0.67, p<0.001) and adjusted analyses (aRR 0.72, 95%CI: 0.58-0.88, p<0.001). Conclusion: Children conceived by IVF were less likely to be developmentally vulnerable in their first year of schooling, compared with peers conceived naturally. Further research should aim to understand if similar patterns are seen in other education and health domains and the potential mechanisms for these differences.
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Breman, Rachel, Ann MacRae, and Dave Vicary. "‘The Hidden Victims’–Family Violence in Kinship Care in Victoria." Children Australia 43, no. 3 (May 16, 2018): 186–91. http://dx.doi.org/10.1017/cha.2018.15.
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Family violence is endemic. It has a dramatic and negative impact upon the victims and the family systems in which it occurs. While there is a growing evidence base to support our understanding, prevention and treatment of family violence, little is known about some of its “hidden victims” (e.g., kinship carers). In 2017, Baptcare commenced research with 101 kinship carers in Victoria to gain a better understanding of how family violence, perpetrated by the child's close family member once the placement started, was impacting on children and families. In this context, family violence means any act of physical violence, emotional/psychological violence, verbal abuse and property damage. The study utilised a mixed design methodology that specifically targeted kinship carers who had direct experience of family violence. Findings from this study demonstrated that (1) many kinship carers, and the children in their care, experienced family violence early in the placement, (2) that the violence occurred frequently and (3) the incidents of violence did not occur in isolation. Carers sought support from multiple sources to deal with the family violence, however, the study illustrated that the usefulness of these supports varied. Additionally, findings highlighted reasons why many kinship carers felt reluctant to file a report to end the violence. The study described in this paper is the first step in understanding and exposing this multifaceted issue and delineates some of the major issues confronting Victorian kinship carers experiencing family violence – and the support required to ensure the safety of them and the children they care for. This paper will describe the approach that Baptcare is taking to address family violence in kinship care in western metropolitan Melbourne. This is the second paper in a three-part series relating to family violence in kinship care.
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Chikha, Anis Ben, Aymen Hawani, and Ghazwa Ben Maouia. "Effects of Orienteering Game on Directional Relationships and Inhibitory Control in Children 7-8 Aged." Journal of Sports Research 8, no. 2 (September 8, 2021): 64–74. http://dx.doi.org/10.18488/journal.90.2021.82.64.74.
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The spatial orientation, ability is very important for the child, for the development of its executive functions such as inhibitory control and directional skills. In fact, the role of play as a locomotive for learning and motivation is very imperative in this age group. Our methodological choice consists of offering a teaching program around the orientation game (OG) that takes place in the school playground. The aim of this study was to examine the effect of OG on directional skills and inhibitory control. The assessment was respectively conducted by Topological and Directional Relation (RTD) and Stroop Color-Word Test -Victoria version (SCWT). Primary school students (N = 40; 7.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week orienteering game (OG) program with 3 sessions of 40 minutes per week and the second a regular physical education program. The results of the experimental group show a clear improvement in most of the study variables.
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Bourke-Taylor, Helen, Aislinn Lalor, Louise Farnworth, Julie F. Pallant, Elizabeth Knightbridge, and Gayle McLelland. "Investigation of the self-reported health and health-related behaviours of Victorian mothers of school-aged children." Australian Journal of Primary Health 21, no. 1 (2015): 66. http://dx.doi.org/10.1071/py13056.
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Lifestyle may influence many health-related issues currently facing Australian women. The extent to which women with school-aged children attend to their own health is unknown and the associations between health behaviours and health status requires investigation. This study aimed to investigate the prevalence of health behaviours (alcohol consumption, health-promoting activities) and their impact on self-reported health (weight, sleep quality, mental health) among mothers of school-aged children in Victoria. Mail-out survey design (n = 263) including the Depression Anxiety Stress Scale (DASS) and Health Promoting Activities Scale was used to explore issues. The results indicated that substantial numbers of mothers reported moderate to extreme DASS scores: depression (n = 45, 17%); anxiety (n = 41, 15.6%); stress (n = 57, 21.7%). The majority participated in physical activity less often than daily. High rates of daily alcohol use (20%) and poor sleep quality were reported. Nearly one-half (n = 114, 46%) of the sample were overweight or obese and also reported poorer mental health than other women in the sample (P < 0.001). Significant associations were detected between maternal weight, mental health and participation in health-promoting activities. The findings indicate that there is a need for increased health education and services for women with school-aged children. Direct services and population-based health promotion strategies may be required to address healthy lifestyle issues and educate mothers about the possible health legacy of poor health behaviours.
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Bennetts, Shannon K., Amanda R. Cooklin, Sharinne Crawford, Fabrizio D’Esposito, Naomi J. Hackworth, Julie Green, Jan Matthews, Lyndall Strazdins, Stephen R. Zubrick, and Jan M. Nicholson. "What Influences Parents’ Fear about Children’s Independent Mobility? Evidence from a State-Wide Survey of Australian Parents." American Journal of Health Promotion 32, no. 3 (November 22, 2017): 667–76. http://dx.doi.org/10.1177/0890117117740442.
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Purpose: To identify factors associated with generalized and stranger-specific parental fear (PF) about children’s independent mobility (CIM), a critical aspect of physical activity. Design: Cross-sectional survey; random sampling frame, minimum quotas of fathers, rural residents. Setting: State of Victoria, Australia. Subjects: Parents of children aged 9 to 15 years (n = 1779), 71% response rate. Measures: Validated measures of PF and fear of strangers (FoS); parent, child, social, and environmental factors. Analysis: Unadjusted and adjusted linear regression stratified by child age (9-10; 11-13; 14-15). Results: Adjusted models explained a substantial proportion of variance across all age groups (PF: 33.6%-36.7%; FoS: 39.1%-44.0%). Perceived disapproval from others was consistently associated with both outcomes (PF: β =.11 to 23, p ≤ .05; FoS: β =.17-.21, p ≤ .001) as was parents’ perception of children’s competence to travel safely (PF: β = −.24 to −.11, p ≤ .05; FoS: β = −.16 to −.13, p ≤ .01). Factors associated with FoS included having a female child (β = −.21 to −.13, p ≤ .001), language other than English (β = .09 to.11, p ≤ .01), and low levels of parent education (β = −.14 to −08, p ≤ .05). Conclusion: The current study suggests that social norms, child competence, and perceptions about the benefits of CIM underpin PF. This evidence informs the development of interventions to reduce PF and promote CIM and children’s physical activity.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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Love, Penelope, Alison Booth, Claire Margerison, Caryl Nowson, and Carley Grimes. "Food and nutrition education opportunities within Australian primary schools." Health Promotion International 35, no. 6 (January 17, 2020): 1291–301. http://dx.doi.org/10.1093/heapro/daz132.
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Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.
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Kennedy, Amber L., Beverley J. Vollenhoven, Richard J. Hiscock, Catharyn J. Stern, Susan P. Walker, Jeanie L. Y. Cheong, Jon L. Quach, et al. "School-age outcomes among IVF-conceived children: A population-wide cohort study." PLOS Medicine 20, no. 1 (January 24, 2023): e1004148. http://dx.doi.org/10.1371/journal.pmed.1004148.
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Background In vitro fertilisation (IVF) is a common mode of conception. Understanding the long-term implications for these children is important. The aim of this study was to determine the causal effect of IVF conception on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Methods and findings Causal inference methods were used to analyse observational data in a way that emulates a target randomised clinical trial. The study cohort comprised statewide linked maternal and childhood administrative data. Participants included singleton infants conceived spontaneously or via IVF, born in Victoria, Australia between 2005 and 2014 and who had school-age developmental and educational outcomes assessed. The exposure examined was conception via IVF, with spontaneous conception the control condition. Two outcome measures were assessed. The first, childhood developmental vulnerability at school entry (age 4 to 6), was assessed using the Australian Early Developmental Census (AEDC) (n = 173,200) and defined as scoring <10th percentile in ≥2/5 developmental domains (physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills, and general knowledge). The second, educational outcome at age 7 to 9, was assessed using National Assessment Program–Literacy and Numeracy (NAPLAN) data (n = 342,311) and defined by overall z-score across 5 domains (grammar and punctuation, reading, writing, spelling, and numeracy). Inverse probability weighting with regression adjustment was used to estimate population average causal effects. The study included 412,713 children across the 2 outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC, and 8,976 cases and 333,335 controls for NAPLAN. There was no causal effect of IVF-conception on the risk of developmental vulnerability at school-entry compared with spontaneously conceived children (AEDC metrics), with an adjusted risk difference of −0.3% (95% CI −3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7 to 9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, with an adjusted mean difference of 0.030 (95% CI −0.018 to 0.077) between IVF- and spontaneously conceived children. The models were adjusted for sex at birth, age at assessment, language background other than English, socioeconomic status, maternal age, parity, and education. Study limitations included the use of observational data, the potential for unmeasured confounding, the presence of missing data, and the necessary restriction of the cohort to children attending school. Conclusions In this analysis, under the given causal assumptions, the school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived children. These findings provide important reassurance for current and prospective parents and for clinicians.
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Falk, Joern, Björn Globisch, Martin Angelmahr, Wolfgang Schade, and Heike Schenk-Mathes. "Drinking Water Supply in Rural Africa Based on a Mini-Grid Energy System—A Socio-Economic Case Study for Rural Development." Sustainability 14, no. 15 (August 2, 2022): 9458. http://dx.doi.org/10.3390/su14159458.
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Water is an essential resource required for various human activities such as drinking, cooking, growing food, and personal hygiene. As a key infrastructure of public services, access to clean and safe drinking water is an essential factor for local socio-economic development. Despite various national and international efforts, water supply is often not guaranteed, especially in rural areas of Africa. Although many water resources are theoretically available in these areas, bodies of water are often contaminated with dangerous pathogens and pollutants. As a result, people, often women and children, have to travel long distances to collect water from taps and are exposed to dangers such as physical violence and accidents on their way. In this article, we present a socio-economic case study for rural development. We describe a drinking water treatment plant with an annual capacity of 10,950 m3 on Kibumba Island in Lake Victoria (Tanzania). The plant is operated by a photovoltaic mini-grid system with second-life lithium-ion battery storage. We describe the planning, the installation, and the start of operation of the water treatment system. In addition, we estimate the water prices achievable with the proposed system and compare it to existing sources of drinking water on Kibumba Island. Assuming a useful life of 15 years, the installed drinking water system is cost-neutral for the community at a cost price of 0.70 EUR/m3, 22% less than any other source of clean water on Kibumba Island. Access to safe and clean drinking water is a major step forward for the local population. We investigate the socio-economic added value using social and economic key indicators like health, education, and income. Hence, this approach may serve as a role model for community-owned drinking water systems in sub-Saharan Africa.
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Stoliarov, Vladislav. "Conceptual fundamentals of modern sport system in development strategy of physical cul-ture and sports for the period until 2030." SCIENCE AND SPORT: current trends 7, no. 3 (September 2019): 13–32. http://dx.doi.org/10.36028/2308-8826-2019-7-3-13-32.
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The purpose of the article is to determine the conceptual fundamentals of modern sport system in the Strategy for the Development of Physical Culture and Sports in our country for the period until 2030, using the analysis of the fundamental changes in modern sports and the orientation of population to the values of sports. Methods and organization of the research. Analysis of the problem occurs on basis of the au-thor’s theory of sports, the study of relevant empirical facts, the results of sociological studies, as well as an analytical review of publications. Results and discussion. Analysis of the fundamental changes in modern sports and the orienta-tion of the population to the values of sport activities resulted in substantiation of conceptual provisions on the significance of the number of activities. These activities include development of various models of modern sports; priority of its health and recreational function; organizing sports for health and recreation as a new model of mass sports and as an element of the structure of children and youth sports; implementing sports for health and recreation into the education system for children and youth. Conclusion. Practical implementation of the formulated conceptual fundamentals of the modern sport system in the Strategy for the Development of Physical Culture and Sports for the period until 2030 primarily depends on changing the priorities of the state social policy in the field of sports. Innovative delivery of sport activities resulted in promotion of healthy lifestyle and crea-tive recreational activities of local communities should take the place of the practice of putting forward sports records and victories of a narrow group of people.
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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.
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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills.
Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles
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Wagner, Tamara Silvia. "THE SENSATIONAL VICTORIAN NURSERY: MRS HENRY WOOD'S PARENTING ADVICE." Victorian Literature and Culture 45, no. 4 (November 8, 2017): 801–19. http://dx.doi.org/10.1017/s1060150317000225.
Full textAbstract:
Parenting advice has becomea booming industry as well as probably one of the most contested discourses. Its proliferation and continued diversification are often considered a particularly contemporary problem, yet the virulent marketing of “expert” advice on childrearing has its roots as much in the nineteenth-century publishing industry as in the overlapping Victorian cults of domesticity, maternity, and childhood. The nineteenth century saw an explosion of advice literature on the physical, moral, and intellectual education of infants and young children. Childrearing, or parenting, rapidly created a niche market, producing specialised manuals and magazines for mothers, the precursors of the current parenting advice literature. As Victorian novelists tapped into the anxieties that these publications both addressed and further fostered, they laid bare the pressure that the childrearing discourses were exerting on mothers, yet popular authors also quickly realised how their own writing offered a vehicle for specific conceptualisations of motherhood. Harrowing scenes were used to dramatise the effects of different parenting practices; protagonists’ quarrels about such practices served both as characterisation devices and as comments on ideological conflicts between different concepts of childrearing. In the most self-consciously insightful moments, the growing supply of information came itself under criticism. Victorian novelists actively participated in shaping and circulating parenting advice in print. The sensationalised nursery fascinatingly expressed the anxieties surrounding childrearing and showed how versatile the interpellation of mothering instructions in fiction could be.
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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.
Full textAbstract:
Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research.
Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method
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Raden Sri Martini Meilanie, Winda Gunarti, and Astari Yaumil Hassan. "Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 162–71. http://dx.doi.org/10.21009/jpud.161.11.
Full textAbstract:
Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children.
Keywords: early childhood education, parents’ perceptions, school readiness
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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McCrickard, Rose, and Catherine Flynn. "Responding to Children of Prisoners: The Views of Education Professionals in Victoria." Children Australia 41, no. 1 (July 3, 2015): 39–48. http://dx.doi.org/10.1017/cha.2015.15.
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This paper reports on one aspect of data gathered in an Australian Research Council (ARC) funded project which sought to uncover how children are responded to when their parents are arrested and imprisoned. This paper presents initial specific insights into how Victorian schools understand and respond to these children. Due to the limited research previously conducted in this area of study, a flexible and exploratory approach was implemented. Data were obtained from eight Victorian education staff members, from a variety of professional domains, and were analysed using thematic analysis. Results indicate that a school's ability to respond appropriately to this group of students is shaped by the general and specific knowledge of parental imprisonment held by schools. Access to such knowledge is limited, however, by both the stigmatised nature of the problem and the current, fragmented, service system. More optimistically, it seems that when schools have greater awareness, positive responses can be implemented. Implications for this are discussed, with a particular focus on the need for clear channels of communication and collaborative work.
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Skora, Helena, Bob Pillay, and Ishwar Desai. "Curricular skills valued by Parents of Children attending special developmental Schools in Victoria." Australasian Journal of Special Education 25, no. 1 (2001): 4–16. http://dx.doi.org/10.1080/1030011010250103.
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Broome, Kate. "Physical education for reception class children." Early Years Educator 15, no. 2 (June 2013): 38–44. http://dx.doi.org/10.12968/eyed.2013.15.2.38.
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Graham, George. "Developmentally Appropriate Physical Education for Children." Journal of Physical Education, Recreation & Dance 63, no. 6 (August 1992): 29–30. http://dx.doi.org/10.1080/07303084.1992.10606611.
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Marković, Vladan, and Miloš Milošević. "Swimming in physical education of children." Inovacije u nastavi 35, no. 3 (2022): 134–45. http://dx.doi.org/10.5937/inovacije2203134m.
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The aim of this paper is to examine the attitude towards the implementation of swimming in the teaching of physical and health education of children. The introduction of swimming as a mandatory program content of physical education is one of the possible innovations of this type which was the subject of the research and analysis of this paper. On the basis of theoretical analysis, "The Questionnaire on Swimming in Physical Education," containing 17 statements which are answered via five-point Likert-type assessment scales was constructed. A total sample of 104 subjects, coaches, teachers of physical education and sport, active senior swimmers, and parents with children between the ages of six and ten were interviewed. The data on the socio-demographic characteristics, swimming, and sports habits were collected. The results of the descriptive statistical analysis and the reliability analysis by Crombach's Alpha method (a = 0.75) indicate good metric characteristics of the questionnaire. The results of the descriptive statistical analysis show an extremely positive attitude of parents when it comes to swimming in physical education (M = 4.52, SD = 0.29). The descriptive statistical analysis supports the assumption that health and recreational goals of swimming (M = 4.81) are significantly ahead of sports and competition (M = 2.33). When it comes to assessing the emotions associated with swimming, it can also be concluded that recreation (M = 4.85) and entertainment (M = 4.66) are more important than competition (M = 3.72), i.e., that they provoke more positive emotions among children. The results of the variance analysis show that there are no statistically significant differences in attitudes towards swimming in physical education in the subsamples formed according to socio-demographic variables. The obtained results are primarily a confirmation of the positive educational and developmental effects of swimming. Furthermore, many problems exist with the realization of the idea of introducing swimming in regular classes. For such actions, the most important aspects include organization and cooperation of schools, sports centers and the local community, while the financial resources that need to be invested are not so great if the development benefits for children are taken into account. The observed extremely positive attitude of the subjects speaks to their readiness to help and support the implementation of such programs.
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Fyffe, Chris, Susana T. Gavidia-Payne, and Jeffrey McCubbery. "Early Intervention and Families in Rural Victoria." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 34–39. http://dx.doi.org/10.1177/183693919502000407.
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Families are increasingly understood as inter-related systems where each component interacts with other components in diverse ways. Contemporary research on families which have children with disabilities emphasises the complexity of families and the futility of searching for one characteristic of a family as predictive of family outcomes. The current study investigated the relationship between family needs, family supports, and demographic information for rural families who were eligible for early intervention services. The study did not attempt to review specific early intervention services, but rather to associate the characteristics of services which families found most and least effective. The results are discussed in terms of the practice of providing family-focused models of service delivery. This project was funded by the Golden North Centre, Spastic Society, Bendigo
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O’Brien, Wendy. "Making Parent Education Relevant to Vulnerable Parents." Children Australia 16, no. 2 (1991): 19–25. http://dx.doi.org/10.1017/s1035077200012414.
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Most packaged parent education programmes available in Victoria teach some underlying principles about children’s behaviour and offer specific skills or strategies for managing children. Whilst parent education is seen as an important part of a treatment plan for parents who have abused or neglected their children, these parents are rarely at a stage where they can make use of the information or strategies taught in the packaged programmes. Acutely vulnerable parents, who themselves have been hurt as children, must first heal some of their past before being able to learn and use new approaches to parenting. This paper considers the characteristics of acutely vulnerable parents and proposes some approaches that can be employed to assist these parents reach a point where they can respond to parent education and develop new positive ways relating to their children.
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Brusseau, Timothy, Pamela Kulinna, Catrine Tudor-Locke, Hans van der Mars, and Paul Darst. "Children's Step Counts on Weekend, Physical Education, and Non-Physical Education Days." Journal of Human Kinetics 27, no. 1 (March 1, 2011): 123–34. http://dx.doi.org/10.2478/v10078-011-0010-4.
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Children's Step Counts on Weekend, Physical Education, and Non-Physical Education DaysThere have been well-documented increases in overweight and obese children, sedentary lifestyles, and increased prevalence of a hypokinetic disease over the past 20 years. Thus understanding the physical activity patterns of children is essential for developing effective interventions. Little evidence exists that illustrates the contribution of weekend, physical education, and non-physical education days to overall physical activity patterns of children. The purpose of the study was to examine differences in pedometer-determined physical activity patterns of fourth and fifth grade children during weekend, physical education and non-physical education days. Three hundred and sixty-three children (8-11 years old) from six Southwestern USA elementary schools participated by wearing pedometers (Yamax Digiwalker SW-200) for seven consecutive days. Children recorded their steps at arrival to school and when they woke up and went to bed on weekend days. During weekdays, the fourth and fifth grade children averaged 13,196 ± 3,334 and 11,295 ± 3,168 steps/day for boys and girls, respectively. This is compared to a weekend average of 7,660 ± 4,647steps/day (boys) and 7,317 ± 4,062 steps/day (girls). Children were significantly more active on physical education days, averaging 12,979 steps/day (14,197 ± 4,697 steps/day for boys and 12,058 ± 3,772 steps/day for girls),compared to non-physical education school days, when they accumulated 11,809 steps/day (12,788 ± 3,600 steps/day for boys and 11,047 ± 3,382 steps/day for girls). Based on the findings in this study, children and youth are more active during school days than on weekend days. Furthermore, children are more active on physical education days than non-physical education days. These findings suggest that increased physical activity programming and interventions during weekend days may be needed to increase physical activity. The expansion of school-based physical education across more school days may also serve to increase children's physical activity during the school week.
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Miller, Stephen C., Brenda J. L. Bredemeier, and David L. L. Shields. "Sociomoral Education Through Physical Education With At-Risk Children." Quest 49, no. 1 (February 1997): 114–29. http://dx.doi.org/10.1080/00336297.1997.10484227.
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Huertas-Delgado, Francisco Javier, Víctor Segura-Jiménez, Manuel Ávila-García, Greet Cardon, and Pablo Tercedor. "Physical activity levels during physical education in Spanish children." Health Education Journal 80, no. 5 (February 1, 2021): 541–53. http://dx.doi.org/10.1177/0017896920988743.
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Introduction: Physical education (PE) can contribute to total daily physical activity (PA) among children. In consequence, the Spanish Ministry of Education, Culture and Sport has developed 16 teaching units focused on increasing PA levels during PE lessons, called Unidades Didácticas Activas (UDA; Active Teaching Units). Objectives: The goal of this study was to compare whether children participating in UDA lessons spent more time in moderate-to-vigorous physical activity (MVPA) than children participating in traditional lessons. Design: Quasi-experimental design. Methods: A total of 355 children (8–9 years old, 53.9% boys) from 7 schools in Granada participated in the study. Students were divided into two groups: a traditional PE group ( n = 204) and a UDA group ( n = 151). Time spent in MVPA was assessed using tri-axial accelerometers. Results: Time spent in MVPA was higher in the group engaged in the UDA lessons compared to the group that received traditional lessons (13.6 vs 15.2 minutes, p = .021, Standard Error = 0.27). The percentage of children who met international MVPA recommendations was similar for both groups (UDAs: 12.7% and traditional: 13.2%, p = .504). Conclusions: UDA lessons and their methodology favoured greater participation in MVPA compared to a traditional PE approach. It will be important to change PE methodology (including duration, frequency and focus) to achieve MVPA goals.
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Rodd, Jillian, and Annette Holland. "Diversity and Choice: The Strengths of Parent Education in Victoria." Children Australia 14, no. 4 (1989): 10–11. http://dx.doi.org/10.1017/s0312897000002447.
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Participation in parent education appears to be becoming more acceptable and legitimate for many Victorian parents over the past decade. The experience of parenting or ‘being a parent’ has been recognised as potentially confusing and difficult for many adults (Allen and Schultz, 1987: 14). In response to parents' perceived difficulties and expression of need for assistance with the parenting role, professionals who work with children and families have devised a diverse range of approaches to working with parents from informal, often unstructured, individualised, needs based reading and/or discussion type programs to the more formal and structured approaches which employ the often imported pre packaged programs with groups of parents in a variety of settings. Although little systematic information is available concerning the basis and nature of the burgeoning parent education programs currently operating in Victoria, Allen and Schultz (1987) described the current status of parent education in Australia as diverse in theoretical orientations, emphases, topics and settings. However, it appears that many programs currently operating cannot be described as systematic and theoretically based. Fine (1980: 5) defined parent education as “instruction on how to parent” and argued that this definition properly applies to organised, structured programs rather than to more informal discussions.
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Gober, Billy E., and B. Don Franks. "Physical and Fitness Education of Young Children." Journal of Physical Education, Recreation & Dance 59, no. 7 (September 1988): 57–61. http://dx.doi.org/10.1080/07303084.1988.10606253.
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Qizi, Allambergenova Raushan Dusenbay, and Utepov Aziz Adilovich. "Physical education in children of preschool age." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 10 (2022): 172–75. http://dx.doi.org/10.5958/2249-7137.2022.00825.4.
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Peng, Xuwen. "Adapted physical education and sport：research on education of physical rehabilitation for special children." Educational Review 72, no. 2 (September 24, 2019): 262. http://dx.doi.org/10.1080/00131911.2019.1670910.
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Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.
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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
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Dincher, Andrea. "Motor Performance of Children in a Physical Education Kindergarten compared to Children in a Kindergarten without Physical Education." International Journal for Cross-Disciplinary Subjects in Education 13, no. 1 (March 31, 2022): 4612–16. http://dx.doi.org/10.20533/ijcdse.2042.6364.2022.0566.
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.
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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Svetlichnaya, Nailya K. "Development of inclusive education in adaptive physical education of children." Tambov University Review. Series: Humanities, no. 3 (2022): 705–13. http://dx.doi.org/10.20310/1810-0201-2022-27-3-705-713.
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The relevance of the research is determined by the timeliness of changing approaches to the education and upbringing of children with disabilities and disabilities. The purpose of the research was an analytical review on the development of inclusive education in the field of adaptive physical education. To solve the set goal, we use the method of analyzing sources of scientific and special literature. We consider the main problems of implementing inclusive education in the field of adaptive physical education of children. The need to create special conditions in the educational organization for the implementation of physical education of children with disabilities and disabilities is justified. To solve the problems described in the article, the implementation of a set of measures aimed at developing inclusive education in the field of adaptive physical education is analyzed. It was concluded that in modern education there is an urgent need to train physical and pedagogical personnel for the system of inclusive education, to develop professional training of teachers with the formation of their inclusive competence for educational activities with children with limited health opportunities and disabilities. This should be in a long-term strategy that requires consistency, continuity, a phased and integrated approach to the training of skilled personnel in adaptive physical education and sports.
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McFarland, Seth P., and Kate A. Heelan. "Physical Education Versus Lifestyle Physical Activity In Elementary School Children." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S432. http://dx.doi.org/10.1249/00005768-200505001-02243.
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McFarland, Seth P., and Kate A. Heelan. "Physical Education Versus Lifestyle Physical Activity In Elementary School Children." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S432. http://dx.doi.org/10.1097/00005768-200505001-02243.
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Casajús, José A., María T. Leiva, Adoración Villarroya, Alejandro Legaz, and Luis A. Moreno. "Physical Performance and School Physical Education in Overweight Spanish Children." Annals of Nutrition and Metabolism 51, no. 3 (2007): 288–96. http://dx.doi.org/10.1159/000105459.
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SILVA, DIEGO AUGUSTO SANTOS, JEAN-PHILIPPE CHAPUT, PETER T. KATZMARZYK, MIKAEL FOGELHOLM, GANG HU, CAROL MAHER, TIMOTHY OLDS, et al. "Physical Education Classes, Physical Activity, and Sedentary Behavior in Children." Medicine & Science in Sports & Exercise 50, no. 5 (May 2018): 995–1004. http://dx.doi.org/10.1249/mss.0000000000001524.
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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.
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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
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Breman, Rachel, Ann MacRae, and Dave Vicary. "‘It's Been an Absolute Nightmare’ – Family Violence in Kinship Care in Victoria." Children Australia 43, no. 1 (February 23, 2018): 7–12. http://dx.doi.org/10.1017/cha.2018.8.
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Kinship care has become the fastest growing form of out-of-home care in Victoria and is the preferred placement option for children who are unable to live with their parents. Little is known about family violence in kinship care that is perpetrated by a close family member of the child in care (usually the child's mother/father) against the carer(s) and children once the placement has started. In this context, family violence means any act of physical violence, emotional/psychological violence, verbal abuse and property damage. In 2017, Baptcare undertook research with 101 kinship carers to gain a better understanding of how family violence was impacting on children and families in kinship care in Victoria. The study used a mixed design that specifically targeted kinship carers who had direct experience of family violence during their placement. This study has demonstrated that significant amounts of violence from family members are being experienced by kinship carers in Victoria and the children in their care. As a response to these findings, Baptcare is proactively addressing family violence in kinship care, across a range of domains, to provide solutions to the issues identified in this research.
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Bulqini, Arif, Puspodari Puspodari, Poppy Elisano Arfanda, Suroto Suroto, and Toho Cholik Mutohir. "Physical Literacy in Physical Education Curriculum." ACTIVE: Journal of Physical Education, Sport, Health and Recreation 10, no. 2 (August 10, 2021): 55–60. http://dx.doi.org/10.15294/active.v10i2.47008.
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This study discusses how Pyisical Education Teachers Educator (PETE) adopt Physical Literacy (PL). Knowledge is the foundation of PL to know what to do and when is the right time to do it. The research has a goal, so that PETE understands the definition of PL. This research study contains 3 stages, the first is determining the objectives of the PL, the second is curriculum planning and the third is the learning approach. The method used is a literature review of several opinions about PL in Physical Education (PE). The national PE curriculum is structured and developed to achieve national education goals that are adapted to current conditions and future needs in order to live regularly and actively, through Physical Activity (PA). For this reason, efforts should be made to create a healthy lifestyle and maintain physical fitness (PF). PL is a potential that can be optimally developed for children from an early age. The role of PE is very important in the formation of PL in children, where cognitive, affective and psychomotor aspects are in the goal of PE which can provide motivation, confidence and enthusiasm to continue doing PA.
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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.
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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.
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Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.
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Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.
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In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
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Holland, Grant. "Child Abuse and Mandatory Reporting." Australian Journal of Primary Health 2, no. 4 (1996): 73. http://dx.doi.org/10.1071/py96058.
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In Victoria, and to some extent Australia, the last two decades have seen some clarification in the classification of the various forms of child maltreatment and abuse. Currently, the major forms of child abuse are acknowledged as being:In Victoria, and to some extent Australia, the last two decades have seen some clarification in the classification of the various forms of child maltreatment and abuse. Currently, the major forms of child abuse are acknowledged as being physical abuse or non-accidental physical injury; sexual abuse and exploitation; emotional/psychological abuse and neglect. These forms of maltreatment often convey an implied message of non-accidental or committed harm against children. Abuse, however, can often occur by neglect or a failure to protect children, and therefore can be characterised as abuse by ommission. Many practitioners and professionals now use the term 'child abuse and neglect' rather than the single 'child abuse' term.
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Patrushev, Stanislav Olegovich, and Sergey Antonovich Dneprov. "FITNESS FOR CHILDREN IN PHYSICAL AND SOCIAL EDUCATION." Pedagogical Education in Russia, no. 6 (2018): 41–48. http://dx.doi.org/10.26170/po18-06-06.
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Davidova, Teodora, Daniela Tasseva, and Katya Lazarova-Nikolova. "Physical education of children with special educational needs." Varna Medical Forum 5 (October 31, 2016): 362. http://dx.doi.org/10.14748/vmf.v5i0.2894.
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Block, Martin E., and Kevin Burke. "Are Children with Disabilities Receiving Appropriate Physical Education?" TEACHING Exceptional Children 31, no. 3 (January 1999): 18–23. http://dx.doi.org/10.1177/004005999903100304.
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Zhang, Jiabei, and Ann J. Griffin. "Including Children with Autism in General Physical Education." Journal of Physical Education, Recreation & Dance 78, no. 3 (March 2007): 33–50. http://dx.doi.org/10.1080/07303084.2007.10597987.
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