Correlates of physical activity and health benefits in young Norwegian children

Fjørtoft, Ingunn; Gundersen, Kari Aasen

doi:10.1037/e548052012-249

Cited by 2 publications

(3 citation statements)

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“…A principled discussion of L1-didactics and its relation to L1 occurred further in Fjeldstad (1983). A next step along this historical line was the development of specific textbooks in fagdidaktikk (Lorentzen et al, 1998;Mellin-Olsen, 1989;Skagen & Tiller, 1983) and later even in norskdidaktikk for teacher education (Fjørtoft, 2014;Moslet, 1999;Smidt, 2009). Such titles are surprisingly few given the rapid growth both of disciplinary didactics and didactics for L1.…”

Section: How To Perceive and Define The Amalgamation L1-didatics?mentioning

confidence: 99%

L1-Didactics and the global pressure from Anglo-Saxon New Literacies

Ongstad

2024

L1-ESLL

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Within Scandinavian teacher education L1-didactics and literacy have, since the 1990s, developed from delimited areas of knowledge to full academic disciplines. This scientific essay asks whether achieved L1-didactic disciplinarity is at risk encountering increased influence of New Literacies. Historical roots and further development of L1 and L1-didactics in Norway and Scandinavia, are outlined, extracted from other resources. Further relevant disciplinary concepts are problematised, in two ways, firstly facing the challenge of mediating between languages and secondly searching possible epistemological processes behind increased academisation of L1-didactics in teacher education. Four processes are discussed in detail: Literacification, referring to increased political dissemination of and research on literacies. Disciplinarisation, concerning processes of generating school subjects and academic disciplines. Didactisation, integrating knowledge of both learners and subject matter. Internationalisation, referring to application of international political, linguistic, and academic policies, pedagogies, and practices. Finally epistemological and methodological challenges are discussed in light of a possible tension between L1-didactics and New Literacies, especially whether competence-based (new) literacies may obstruct Bildung-oriented L1 and L1-didactics. In case, clarification of curricular means-and-ends are disrupted and both L1-didactics and New Literacy research challenged. Although final answers are not given, the study has offered extended epistemological contexts for further discussions.

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Section: How To Perceive and Define The Amalgamation L1-didatics?mentioning

confidence: 99%

L1-Didactics and the global pressure from Anglo-Saxon New Literacies

Ongstad

2024

L1-ESLL

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“…Mikäli päiväkodin piha-alueella on useita erilaisia alustoja, näyttäisi se vähentävän monipuolisten leikkien ja pelien mahdollisuuksia, koska niissä päiväkodeissa lasten välineenkäsittelytaidot sekä liikkumistaidot olivat keskimäärin muita heikommat. Tämä tulos on yllättävä, sillä monipuolisesti erilaisten alustojen käyttäminen voisi harjaannuttaa lasten tasapainoa metsämaaston tavoin (Fjortoft & Gundersen 2007). Herää kysymys, että jääkö monipuolisten alustojen hyöty käyttämättä.…”

Section: Pohdinta Ja Johtopäätöksetunclassified

“…Aikaisemmat tutkimukset ovat osoittaneet, että mitä enemmän lapset viettävät aikaa ulkona sitä fyysisesti aktiivisempia ja motorisesti taitavampia he ovat (Fjortoft 2001;Sääkslahti 2005). Lapsille ulkotilat näyttäytyvät yleensä virikkeellisinä ja motivoivina liikkumisen paikkoina, jossa voi käyttää monipuolisesti koko kehoa ja etsiä omalle taitotasolleen sopivia haasteita (Fjortoft & Gundersen 2007). Suuri piha-alue, jossa on tilaa juosta ja leikkiä, kehittää lasten motorisia taitoja, erityisesti liikkumistaitoja (Chow & Chan 2011).…”

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Laukkanen¹,

Sääkslahti

Niemistö

et al. 2023

Jyx

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Environmental and social conditions at preschools are associated with children' s physical activity (PA). Also, the development of motor skills (MS) is associated with the amount of PA. This study aimed to determine if childcare centre facilities and environmental conditions are associated with children' s MS. The study participants were 1,136 children aged 2 to 7 years attending early childhood education (ECE) at randomly selected Finnish day-care centres (N = 37). The head of each centre completed a questionnaire on the each centre' s physical and social conditions. All children' s MS were measured with TGMD-3 test battery (Ulrich 2013) and 4-7-years old children with KTK test battery (Kiphard & Schilling 1974.Descriptive statistics describe the data. When examining the associations between MS and childcare center -related variables, hierarchical linear regression models were used. Results revealed variation in environmental and social condition between childcare centres: 32 % of centres did not have own gym, and size of the playground area varied substantially (226-11,000 m 2 ), as did access to forests (54 %). Physical education (PE) varied also: 54 % of centres had yearly plan for PE and the amount of organized PE in a week varied from 0.5-7 times/ week.Measured conditions were associated with children' s MS as follows: children' s age, gender, the amount of surfaces. The size of yard associated with manipulative skills and shape of yard with locomotor skills. Based on these results there is need to pay attention for environmental and social conditions. Otherwise, there may be difficulties for early educators to achieve the targets of supporting children' s overall learning prerequisites, stated by Act of Early education.

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Correlates of physical activity and health benefits in young Norwegian children

Cited by 2 publications

References 0 publications

L1-Didactics and the global pressure from Anglo-Saxon New Literacies

L1-Didactics and the global pressure from Anglo-Saxon New Literacies

Active Family study data

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