Purpose of StudyThe purpose of this study was to determine whether there were significant differences in the motor, personality, and social characteristics between kindergarten children with formal preschool experience and kindergarten children without formal preschool experience.ProceduresThe population of this study consisted of twenty-two pairs of kindergarten children (forty-four pupils), one with and one without formal preschool experience. The children were paired according to the number of siblings, sex, whether the mother was working or not working, and socio-economic level according to the Minnesota Scale of Paternal Occupations.Three instruments were used as measuring devices. A developmental inventory, the Preschool Attainment Record, was utilized to ascertain motor and social characteristics of each member of the group with and without formal preschool experience. The California Test of Personality: Primary Form AA, an oral examination, was used in assessing the social and personal adjustment characteristics of each child in the study, and the Would You Rather Questionnaire was employed (as a supplement to the California Test of Personality) to measure more specific traits of personality, e.g., cooperation, independence, shyness, the null hypothesis of no significant difference was tested.The t-test was applied to the data collected in this study. This procedure was employed to determine the statistical significance of differences between computed mean scores of correlated groups. The two groups were compared to identify differences between group scores in the areas of motor, social, and personality characteristics.FindingsStatistical analysis of the data indicated that pupils with formal preschool experience and pupils without formal preschool experience do not differ to a degree statistically significant in motor, personality, and social characteristics as assessed by the instruments utilized; and that formal preschool experience appeared to make relatively little or no difference in the performance of the children in the items used in this study. The group with formal preschool experience obtained mean scores that were higher in twenty-four out of thirty sub-tests. The differences in the mean scores were not statistically significant, therefore, the null hypotheses failed to be rejected.ConclusionsThe conclusions reached in this study were:Kindergarten children with formal preschool experience, as measured by the Preschool Attainment Record, the California Test of Personality, and the Would You Rather Questionnaire, do not differ in performance to a statistically significant degree when compared to kindergarten children who have not had formal preschool experience.There were no statistically significant differences in motor, personality, and social characteristics between kindergarten children with and without formal preschool experience.Although differences were not found to be statistically significant, there was a rather consistent pattern of slightly higher means of scores evidenced by kindergarten children with formal preschool experience.RecommendationsRecommendations for further research based on the findings of this study were:1. A replication of this study should be done utilizing a broader population of kindergarten children with and without formal preschool experience.2. Studies with a longitudinal base should be done to consider the provision of experience within the home, or other informal setting, which provide opportunities for development that match or exceed those typically fostered in formal settings.3. The development of additional instruments to assess the social development and specific personality characteristics of young children is recommended.4. Studies should be conducted which evaluate varied preschool experiences for the individual child.5. An in-depth follow-up study of the kindergarten children involved in this study could lead to insight into the characteristics enhanced through formal preschool experiences and those affected to a minor degree.6. Research is recommended which will look at motor, personality, and social measures in a more "global" fashion.

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The present study was designed to investigate developmental effects on cortical oscillations during response inhibition. EEG data were collected from 42 normally developing children (8 - 18 years old) while they performed Go/No-go tasks. We examined EEG power in alpha (8 - 12Hz) and theta (4 - 7Hz) frequency bands during No-go trials. Results showed that alpha and theta power decreased during baseline, and theta power enhancement during response inhibition (200 – 400ms post-stimulus) increased, with age. Also, baseline power was found to be negatively, and theta power enhancement during inhibition positively, correlated with behavioral performance. Importantly, when the effects of brain measures on behavioral performance were considered, age effects on performance became non-significant, suggesting a mediator role for brain activation. These findings indicate that, as children age, the brain cortex becomes less activated before inhibitory tasks but more activated during tasks, suggesting a more efficient allocation of neural resources.

The present study was designed to investigate developmental effects on cortical oscillations during response inhibition. EEG data were collected from 42 normally developing children (8 - 18 years old) while they performed Go/No-go tasks. We examined EEG power in alpha (8 - 12Hz) and theta (4 - 7Hz) frequency bands during No-go trials. Results showed that alpha and theta power decreased during baseline, and theta power enhancement during response inhibition (200 – 400ms post-stimulus) increased, with age. Also, baseline power was found to be negatively, and theta power enhancement during inhibition positively, correlated with behavioral performance. Importantly, when the effects of brain measures on behavioral performance were considered, age effects on performance became non-significant, suggesting a mediator role for brain activation. These findings indicate that, as children age, the brain cortex becomes less activated before inhibitory tasks but more activated during tasks, suggesting a more efficient allocation of neural resources.

Growing pains has been reported in the medical literature since 1823 with frequent, subsequent and ongoing inclusion ever since. Suffering from ill definition, unknown aetiology and being the subject of many poorly conducted studies, growing pains has endured the gamut of being associated with endocarditis to being dismissed as nebulous and even mythical. Management of this condition, which has been reported to occupy 1-2 % of visits to health professionals, is ad hoc and limited and best evidence not usually implemented. / Thesis (PhD)--University of South Australia, 2005.

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