A Probe into the Popularization Ways of Early Childhood Educational Drama in Kindergartens

Early childhood education drama lessons can be simply explained as educationally meaningful drama training for children before the compulsory education stage.Its educational characteristics are preschool children as the main body of education,paying attention to the preservation and protection of children’s nature,and through educational drama Symbolic games,imagination games,pretend games,social drama games and other links further expand children's social cognition.Its purpose is to inspire the development of students in moral education through the art form of educational drama,and use drama as a carrier to further liberate children’s nature,enlighten children’s minds,improve children’s personality and through participating in drama appreciation,creation,performance,and imitation.Play a vital role in children's creativity and other aspects.However,there are still many huge problems in the general acceptance and large-scale promotion of early childhood education drama classes in our inland cities.I have discovered the current promotion of kindergarten education drama classes by exploring the promotion methods of early childhood education drama classes in kindergartens.The biggest problem is the lack of professional teachers'resources and the kindergarten's insufficient understanding of the importance of educational drama.

How to carry out“Quality-oriented”Education in English Teaching

This paper introduces some methods about how to carry out quality-oriented education in English class.With joining the WTO,international culture communication and other aspects relation have been increased a lot.English has become more and more important in current society.However,a lot of Chinese students could not master English completely.Therefore,quality-oriented education,as a new educational concept,is more and more welcome.It is to take student's development,the quality enhancement as the essential target.English teaching is a part of quality-oriented education.I expect these would be animating English teaching in school.

Can ECE Classes Sustainably Empower Preschool Children’s Development?-A Longitudinal Study of the Role of ECE Classes in Children’s Learning and Development

Does enrolling children aged 0-3 in early childhood education(ECE)classes continuously empower their learning and development after entering kindergarten?Based on the tracking survey data of 664 children aged 3-6 in 2017 and 367 children aged 3-6 in 2018,this study uses Propensity Score Matching to analyze this issue.The findings reveal that children’s family socioeconomic status is a key factor influencing their participation in ECE classes.The baseline data show that participation in ECE classes does not significantly improve children’s learning and development.However,the follow-up data show that participation in ECE classes plays a significant negative role in motor development for children moving to their second year of kindergarten,but subsequently plays a positive role in language development,health,and safety for those entering their third year of kindergarten.Overall,participation in ECE classes plays no continuous positive role in children’s learning and development after they enter kindergarten.Based on these findings,it is suggested that parents should respect the natural laws of child development instead of blindly following the trend of attending ECE classes,and high-quality parental companionship is crucial.The Chinese government is supposed to implement policies such as“double reduction”to regulate ECE institutions that fail to operate in good faith.

Post-exercise heart rate variability recovery after 800-m endurance run load among Cameroonian adolescent's males

The 800-m(m)run is part of Physical Education classes in Cameroon,after which arrhythmias may occur during recovery.Hence,this study aimed at determining relationship between 800-m run loads on cardiac autonomic recovery among school adolescents.Forty-two male adolescents(aged[17-1]years)performed 800-m.Post-exercise heart rate variability(HRV)was recorded during 5-min(min)(HRV5-min)and 15-min(HRV15-min)in time:Standard deviation of normal to normal(SDNN);Root mean square of successive differences(RMSSD)and frequency domain(LH:Low frequency,HF:High frequency,TP:Total power).Rating of Perceived Exertion(RPE)and blood lactate concentration(BLa)were measured after exercise.In HRV5-min,RPE was associated with SDNN(r=-0.44,p<0.01)and RMSSD(r=-0.38,p<0.05).BLa was correlated with SDNN(r=-0.38,p<0.05)and RMSSD(r=-0.56,p<0.001)in the time-domain,LF(r=-0.64,p<0.001),HF(r=-0.58,p<0.001)and TP(r=-0.61,p<0.001)in frequencydomain.Moreover,RPE was correlated with LF(r=-0.44,p<0.01),TP(r=-0.49,p<0.01)while exercise duration with HF(r=-0.38,p<0.05).In HRV15-min,BLa was correlated with RMSSD(r=-0.53,p<0.001)and SDNN(r=-0.68,p<0.001).RPE was negatively correlated SDNN(r=-0.53,p<0.01)and RMSSD(r=-0.44,p<0.01).BLa was associated with HF(r=-0.55,p<0.001),TP(r=-0.50,p<0.01)and RPE with LF(r=-0.51,p<0.01),HF(r=-0.50,p<0.01),TP(r=-0.49,p<0.01).In addition,exercise duration was negatively linked to HF(r=-0.36,p<0.05).This study outlined that in untrained adolescents an increase of 800-m loads is associated with a slow vagal indexes of HRV during the recovery.