Relevant bibliographies by topics / Developmentally Appropriate Physical Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Developmentally Appropriate Physical Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Developmentally Appropriate Physical Education"

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Graham, George. "Developmentally Appropriate Physical Education for Children." Journal of Physical Education, Recreation & Dance 63, no. 6 (1992): 29–30. http://dx.doi.org/10.1080/07303084.1992.10606611.

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Stork, Steve, and Steve Sanders. "Developmentally Appropriate Physical Education: A Rating Scale." Journal of Physical Education, Recreation & Dance 67, no. 6 (1996): 52–58. http://dx.doi.org/10.1080/07303084.1996.10604800.

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Hutapea, Ruben Pardamean, Nurhayati Simatupang, and Indra Kasih. "Game Development is Developmentally Appropriate Practice (Developmentally Appropriate) Practice Based Education for Elementary School Children." Journal Physical Education, Health and Recreation 5, no. 2 (2021): 179. http://dx.doi.org/10.24114/pjkr.v5i2.27573.

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This study aims to: The purpose of this study is to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this study will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor movements. This type of research is development research based on the Borg and Gall model. The trial subjects consisted of material experts, game experts, and physical education teachers at the Imanuel Medan Elementary School and Methodist 1 Medan. The first stage of this model is the
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Valentini, Nadia C., Mary E. Rudisill, and Jacqueline D. Goodway. "Incorporating a Mastery Climate into Physical Education: It's Developmentally Appropriate!" Journal of Physical Education, Recreation & Dance 70, no. 7 (1999): 28–32. http://dx.doi.org/10.1080/07303084.1999.10605683.

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Sherman, Clay P. "Training Elementary School Classroom Teachers to Lead Developmentally Appropriate Physical Education." Journal of Physical Education, Recreation & Dance 79, no. 9 (2008): 33–39. http://dx.doi.org/10.1080/07303084.2008.10598244.

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Grineski, Steven. "What is a Truly Developmentally Appropriate Physical Education Program for Children?" Journal of Physical Education, Recreation & Dance 63, no. 6 (1992): 33–60. http://dx.doi.org/10.1080/07303084.1992.10606613.

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Hutapea, Ruben Pardamean, Nurhayati Simatupang, and Indra Kasih. "Game Development on Dap Based Physical Education Study (Developmentally Appropriate Practice) for Basic School Children." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (2021): 722–30. http://dx.doi.org/10.33258/birci.v4i1.1661.

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This study aims to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this research will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor motion. This type of research is development research based on the Borg and Gall Model. The trial subjects consisted of material experts, game experts, and Physical Education teachers at Imanuel Medan and Methodist 1 Medan elementary schools. The first stage of this model is the needs research stage, followed by t
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Campbell, Linley. "Perceptual-Motor Programs, Movement and Young Children's Needs: Some Challenges for Teachers." Australasian Journal of Early Childhood 22, no. 1 (1997): 37–42. http://dx.doi.org/10.1177/183693919702200108.

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In education today teaching programs and techniques are being reviewed to determine whether they reflect the characteristics of best practice, i.e. practices which are both developmentally and instructionally appropriate. In this paper, perceptual-motor programs being used as physical education programs are examined. The purpose of this article is to encourage thought and reflection about perceptual-motor program practices which appear to be counter-productive to the development of children's motor skills, and enjoyment of physical activity. Specifically, these practices relate to aspects of o
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Block, Martin E., and Timothy D. Davis. "An Activity-Based Approach to Physical Education for Preschool Children with Disabilities." Adapted Physical Activity Quarterly 13, no. 3 (1996): 230–46. http://dx.doi.org/10.1123/apaq.13.3.230.

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Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have
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Block, Martin E. "What Is Appropriate Physical Education for Students with Profound Disabilities?" Adapted Physical Activity Quarterly 9, no. 3 (1992): 197–213. http://dx.doi.org/10.1123/apaq.9.3.197.

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What is appropriate physical education for students with profound disabilities? Some suggest a developmental model in which students learn prerequisite skills before they are exposed to higher level skills. Others suggest the use of specially designed games that often bear little resemblance to traditional physical education activities. Still others call for a therapeutic model in which physical education focuses on physical and occupational therapy techniques. While these models provide viable programming options for students with profound disabilities, alone they do not constitute an appropr
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Dissertations / Theses on the topic "Developmentally Appropriate Physical Education"

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Person, Linda Joy. "Preservice Teachers' Analysis of Appropriate Teaching Practices in Physical Education: A Qualitative Comparison of Two Programs." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27227.

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The purpose of this study was to examine how two different groups of preservice teachers from two universities identified and described appropriate and inappropriate teaching practices and suggest appropriate changes. The investigation was also designed to provide teacher educators with insights into how to better prepare prospective teachers for their first teaching experience. Participants for this study were 30 undergraduate preservice teachers from two southeastern universities. There were 15 participants from each group, which included 17 males and 13 females. Eight video vignettes were
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Hensley, Charity Gail. "Project 3rd Grade Environment: Descriptive Phenomenological Study of the Physical and Learning Environment in a Transformed 3rd Grade Classroom." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1669.

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This is a descriptive phenomenological study of a 3rd grade classroom in East Tennessee that was transformed in late spring 2009 to be consistent with principles incorporated in the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010). The objectives of this study were 1)to document the current physical and learning environment and 2)interview the participant regarding a classroom transformation in relation to teaching and learning. Methods of data collection included: interview questions related to the classroom environment pretransformation and posttransformat
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Thompson, Deborah. "Portfolios as developmentally appropriate assessment in early childhood education." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4292.

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Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.
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Broderick, Jane Tingle. "Using Materials with Intention in Developmentally Appropriate Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4233.

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Alexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.

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<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined
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Ruto-Korir, Rose Cheptoo. "Preschool teachers' beliefs of developmentally appropriate educational practices." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-05012010-155439.

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Romero, Cynthia L. "Elementary school teacher's belief about developmentally appropriate tasks in mathematics." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1317.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education
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Grebe, Julie M. "Parents' Understanding of Developmentally Appropriate Practice in Early Childhood Education." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2192/.

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The intent of this study was to determine what understanding and knowledge parents had of developmentally appropriate practice (DAP). The study examined whether the beliefs of parents who enrolled their children in a National Association for the Education of Young Children (NAEYC) accredited program had any impact on their expectations for a philosophy and curriculum that is centered around DAP. In addition, the study examined whether parents' understanding of DAP changed when their children transitioned from infant and toddler programs, to preschool. The study group consisted of parents with
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White, Heather S. "Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/386.

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There is little evidence in the literature that early childhood (EC) teachers are using developmentally appropriate practices (DAP) in implementing computer applications in their classrooms. The purpose of this study was to identify EC teachers' perspectives about the use of developmentally appropriate computer applications and to identify their perspectives on strategies for implementing change toward greater use of developmentally appropriate computer applications. The study was based upon Joseph and Reigeluth's conceptual framework of systemic change processes, which provides educators with
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Shy, Leah K. "The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898905.

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Kindergarten-second grade teachers often have to navigate conflicting paradigms as they attempt to honor the developmentally appropriate practices best suited for their young learners while working within the demands of the current educational paradigm of high-stakes testing and standardization. This challenge is acutely experienced in the assessment of young children, yet little research has been done to look at how teachers in the early elementary years approach or use assessment in developmentally appropriate ways. The purpose of this study was to use a constructivist grounded theory approa
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Books on the topic "Developmentally Appropriate Physical Education"

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Clements, Rhonda L. Let's move, let's play: Developmentally appropriate movement and classroom activities for preschool children. KinderCare Learning Centers, Inc., 1993.

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Sue, Bredekamp, ed. Developmentally appropriate practice. National Association for the Education of Young Children, 1986.

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Kostelnik, Marjorie J. Developmentally appropriate programs in early childhood education. Merrill, 1993.

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The developmentally appropriate inclusive classroom in early education. Delmar Publishers, 1996.

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Homespun curriculum: A developmentally appropriate activities guide. Humanics Learning, 1998.

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National Association for the Education of Young Children, ed. Developmentally appropriate practice: In early childhood programs. National Association for the Education of Young Children, 1997.

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E, Wolfgang Mary, ed. School for young children: Developmentally appropriate practices. 2nd ed. Allyn and Bacon, 1999.

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Wolfgang, Charles H. School for young children: Developmentally appropriate practices. Allyn and Bacon, 1992.

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Kostelnik, Marjorie J. Developmentally appropriate curriculum: Best practices in early childhood education. 5th ed. Pearson Education, 2011.

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Lynn, Kilgo Jennifer, and Gamel-McCormick Michael, eds. Young children with special needs: A developmentally appropriate approach. Pro-Ed, 2005.

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Book chapters on the topic "Developmentally Appropriate Physical Education"

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Sanders, Kay, and Flora Farago. "Developmentally Appropriate Practice in the Twenty-First Century." In International Handbook of Early Childhood Education. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_71.

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Duhn, Iris, and Louise Hennessy. "Developmentalism, Developmentally Appropriate Practice (DAP) and Beyond in Early Childhood Education." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_95-1.

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Saracho, Olivia N. "Developmentally-appropriate Technology and Interactive Media in Early Childhood Education." In Young Children and Families in the Information Age. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9184-7_11.

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Gupta, Amita. "Image of the Child: What Is Developmentally and Socially Appropriate for Children Growing Up in Indian Society?" In Early Childhood Education, Postcolonial Theory, and Teaching Practices in India. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376345_6.

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Özdoğru, Asil Ali. "Program Development, Assessment, and Evaluation in Early Childhood Care and Education." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch006.

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Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.
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Özdoğru, Asil Ali. "Program Development, Assessment, and Evaluation in Early Childhood Care and Education." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch060.

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Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.
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Paciga, Kathleen A., Angela Fowler, and Mary Quest. "Constructing Preservice Teachers' Knowledge of Technology Integration." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch068.

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Technology can be an amazing tool for teachers and teaching, but only when used in developmentally appropriate ways. With nearly 300 new applications being created every day, it seems like teachers are staring into a technology-filled abyss that grows deeper and wider each minute. Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in developmentally appropriate ways with children by 1) unpacking what developmentally appropriate practice looks, feels, and sounds like; 2) exploring ways experts like writers or musicians authentically utilize technologies in their areas of expertise; 3) providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm; and 4) requiring preservice teachers to utilize technology in developmentally appropriate ways as they work with children. This chapter provides a theoretical foundation and exemplars-in-practice for each of the aforementioned topics.
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"EVERYDAY MATHEMATICAL KNOWLEDGE: ASKING YOUNG CHILDREN WHAT IS DEVELOPMENTALLY APPROPRIATE." In Psychological Perspectives on Early Childhood Education. Routledge, 2001. http://dx.doi.org/10.4324/9781410601841-16.

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Hodge, Samuel R. "Reinforcement to Increase Appropriate Behaviors." In Case Studies in Adapted Physical Education. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-23.

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"Case 22 Increasing Students’ Appropriate Behaviors." In Case Studies in Adapted Physical Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315136035-23.

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Conference papers on the topic "Developmentally Appropriate Physical Education"

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Zou, Bing-jie, and Rachelle Kisst Hackett. "Shanghai Preschool Teachers’ Developmentally Appropriate Beliefs and Practices." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.009.

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Jerkovic, Ljiljana, and Mile Ilić. "THE CONCEPT OF MULTIFACETED TEACHING AND LEARNING IN THE INCLUSIVE CLASSROOM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.125j.

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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of mul
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Tanarro, Luis M., Jose Úbeda, Nuria De Andrés, et al. "Design of three-dimensional cartographical didactic materials for Physical Geography teaching." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11195.

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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standard
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Sondlo, Aviwe, and Umesh Ramnarain. "THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end106.

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Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientation
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Khalaidzhi, Svitlana, Olena Kananykhina, Rodion Yahotin, and Tatyana Sergeeva. "Relevant Matters of Organising Physical Education for Students at The Initial Stage of University Studies." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-82.

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The problem of determining the physical fitness of 1st year students and identifying their risk of developing cardiovascular disease in the first stage of physical education before the students’ medical examination is considered. During the analysis of literature sources, test tasks were selected in order to investigate and assess the level of physical fitness of students according to the methodology proposed by the Jyvaskyla University (Finland) and the risk of cardiovascular disease according to A. Z. Zapesochny’s methodology. 670 first-year students participated in the study. The assignment
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Rodríguez-Arteche, Iñigo, and M. Mercedes Martínez-Aznar. "Video-based focus group for chemistry knowledge construction by secondary preservice teachers." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2853.

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The present work analyzes the relavance of using video for promoting reflection about chemical contents and their learning, in the context of the Spanish Master’s in Secondary Education. The used video clips were edited from the recordings of two cooperative groups of Master’s students who were solving an open-ended problem about chemistry. This problem was stated as follows: «What might happen when two substances are placed into contact with each other?» These clips contained some alternative conceptions in chemistry, together with some theoretical and practical difficulties arisen in the sol
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Sokolovskaia, Svetlana, Elena Orlova, and Yuri Bakharev. "Using Online Learning Technologies to Motivate Participation in Physical Activity and Sport." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-80.

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Remote education is one of the trends in the development of the education system in Russia. The crucial factor to the success of introducing an online course into practice is the choice of an appropriate didactic-methodological concept implemented through a variety of learning tools, target group-oriented, and learning objectives. The aim of the presented project was to create an innovative technology for online learning in the discipline of physical education within the school system, aimed at solving the problem of the low motivation of high school students engaging in physical activity. The
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Albrecht, Katharina, and Reiner Anderl. "Applying Actual Development Progress Into Education." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20472.

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Todays’ product development process is characterized by an increasing use of embedded software solutions integrated into mechatronic products. The development is more and more translocated into a virtual environment. New software methods and tools have to be developed. Industry 4.0 is an approach to highlight the tendency of modern development. Communication between smart products, communication via internet technologies, cyber-physical systems and the Internet of Things are the basis of Industry 4.0. Owing this development, used project management methodologies have to be adjusted. In special
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Vuksanović Božarić, Aleksandra, and Aleksandar Ignjatović. "SECULAR TRENDS OF CHILDREN AND ADOLESCENTS AS A BASIS FOR PLANNING AND PROGRAMMING OF PHYSICAL ACTIVITY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.365b.

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A comprehensive understanding of the secular trends in physical activity of children and adolescents is necessary for public health, due to the significant impact of this factor on health. Regardless of body weight, cardiorespiratory endurance in children is associated with multiple metabolic risk factors, and adolescents with low values ​​of cardiorespiratory endurance are more likely to develop hypertension in adulthood, even with a normal body mass index. The level of motor abilities during childhood and adolescence has been identified as a significant factor influencing the overall daily l
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"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.

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[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the re
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Reports on the topic "Developmentally Appropriate Physical Education"

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Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6176.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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3

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. Th
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