By Barbara J. Tinsley
Exploring the ways that young children learn how to be fit, this publication examines kid's realizing of well-being, from early formative years via early life, and the way it impacts their habit and genuine actual wellbeing and fitness. The examine scrutinizes the ways that mom and dad, different kids, colleges, media, and kid's domestic and local impact kid's future health, attitudes and behaviour.
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Additional resources for How Children Learn to be Healthy
Example text
Personality dimensions, as well as social and nonsocial environmental factors that explain children’s health attitudes and behavior, are studied with an emphasis on children’s within-age/stage variability. The integration of these two perspectives in the study of children’s health knowledge, attitudes, and behavior is an important goal in this area. Within the cognitive tradition, even though it is assumed that socialization is a factor in the development of children’s knowledge, the role of these variables has been minimized in traditional stage theory explications of children’s health attitudes and behavior.
For example, in our laboratory, we found that women who valued their children’s health the most were the ones most likely to obtain prenatal health services with the greatest reliability and conformance with their physicians’ recommended schedule for prenatal health visits. Evaluations of the value that adults generally place on health (relative to other life values) have yielded equivocal results. , inner harmony, self-respect, sense of accomplishment, freedom), although approximately 30% of them did not rank health among their first 5 values.
These studies usually do not include control groups, confuse developmental status with age, and most often tap children’s knowledge about serious illness rather than wellness (Burbach & Peterson, 1986; Eiser, 1989). Eiser (1989) suggests that non-Piagetian models of cognitive development may be more appropriate for understanding children’s cognitions about health and illness. Specifically, she offers script theory (Nelson, 1986) and Carey’s (1985) model of conceptual change as alternative theoretical models to explain children’s attitudes about health and illness.