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The development of balance in the pre-school period

Teja Sušnik (2013) The development of balance in the pre-school period. Diploma thesis.

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    Abstract

    Through a review of Slovenian and foreign literature the thesis presents the child's integrated development in the pre-school period. We focused on motor development, where we highlighted all motor abilities, especially the balance. Identifying the development of individual motor abilities in children is very different from identifying the same abilities in adults. Many factors of integrated development significantly affect the result and the person who measures cannot provide adequate answers. Balance is the motion or motor skill which is critical for the implementation of any motor task (such as: riding a bicycle, throwing a ball or swimming). Irrespective of the fact that the selected task can develop another motor ability, you first have to command your body so that it does not fall, and only then, when the performance is reliable, you can develop endurance, strength, coordination, balance, accuracy, speed, mobility. Therefore, in the pre-school period, some tests, designed to measure other abilities (eg., repetitive power) show that they actually measure balance. Measurement of motor skills in the pre-school period includes factors of integrated development, so the tests are often inadequate for adults. Balance is the motor ability, which includes sensory inputs of musculoskeletal balance, which are divided into proprioreceptors and exteroceptors. Proprioreceptors are important, since they are located inside the body, and include the equilibrium body, which is an organ in the inner ear that gives information on the position of the head. On the other hand exteroceptors include organs from the surface of the body. Exteroceptors and proprioreceptors are intertwined and cannot be separated. The problem that we explored in the thesis was to determine the differences in the execution of some tasks of balance (methodical units) between children aged two and four years. We selected five methodical units that were constructed on previous studies, and should be an indicator of the balance in the pre-school period. Children performed each task twice, and we looked for differences in their performance and made a comparison between younger and older children. The research included forty children; twenty of them were two years old and twenty four years old. We assessed differences in their performance with quantitative and qualitative variables. It was assumed that older children would perform the task faster, that their performance would be more reliable, that they would insist in the equilibrium position for a longer period of time, that the task would be repeated several times in the same time, that they would jump from the higher rungs, and that they would manage a certain route faster. The hypotheses were confirmed. Above all, younger children proved less reliable and they performed balance tasks for a shorter period of time, which means that these tasks could be used by kindergarten teachers not only to test balance, but primarily for the development of balance.

    Item Type: Thesis (Diploma thesis)
    Keywords: pre-school child, integrated development, balance
    Number of Pages: 36
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Jera GregorcMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9696841)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1623
    Date Deposited: 12 Jul 2013 07:23
    Last Modified: 12 Jul 2013 07:23
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1623

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