The purpose of this study was to examine the underlying structure of the second edition of the Test of Gross Motor Development-2 (Ulrich, 2000) as applied to Chinese children. The Test of Gross Motor Development-2 was administered to 626 Hong Kong Chinese children. The outlier test with standard scoring was utilized. After data screening, a total of 614 cases (N = 614) were used for further analysis. The two-factor structure of the Test of Gross Motor Development-2 was tested using confirmatory factor analysis with maximum likelihood estimation to compute parameter estimates and to select the appropriate item for each factor. The goodness-of-fit indices supported that the model was tenable (goodness-of-fit index = .95, root mean square error of approximation = .06, standardized root mean square residual = .04, comparative-fit index = .97). The findings of this study suggested that the two-factor structure proposed by Ulrich (2000) fit the data of Hong Kong Chinese children.
[Copyright of Measurement in Physical Education & Exercise Science is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10913671003726968]

Children's interest in exploration is the hallmark of their curiosity. As people who are significant in organising children's environment, how teachers and parents respond to children's exploratory behaviours may promote or hinder the child's desire for further investigation. With reference to Kurt Lewin's concept of 'total situation', various hypothetical scenarios on children's exploratory behaviours in different contexts were designed to solicit teachers' and parents' interpretation of the behaviour, how they might respond in the situation and the rationale behind their response. The findings indicated that the decision of adults in allowing children to explore is influenced by a combination of child, adult and situational factors.
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http://dx.doi.org/10.1080/03004430802181965]

Previous research on the development of children's concept of distributive justice has shed little light on the child's ability to consider the characteristics of the recipients when making judgement of fair sharing. Previous research has shown that preschool children generally apply principles of equality when making decisions for fair sharing of materials, regardless of the characteristics of the recipients. The idea of equality refers to equal sharing of each individual person. The aim of the present study was to investigate whether preschool children would share toys equally across situations or on the basis of the characteristics of the recipients. The study also observed whether each member in a group would be counted as one unit for allocation across situations. A crucial piece of evidence for understanding children's concept of distributive justice is demonstrated by children's ability to view situations differently based on the characteristics of the recipients. These findings serve as a starting point to support the hypothesis that preschool children do take contextual information into account when making distributive justice decisions.
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This paper provides information on a measure that was developed to assess children's level of development at preschool and entry to school level, as well as their readiness for formal schooling. This measure - Who Am I? - is based on early copying and writing skills and is designed to identify the broad stages of development that underlie children's readiness for more formal learning in a school situation. Although originally developed in Australia, it has now been used in studies in a number of different countries, including Canada, and data from these studies provide some insight into the variations in development that are associated with different patterns of preschool provision and different ages of entry into an educational program. The results of these studies indicate that Who Am I? provides a valid measure of development across different language and cultural groups and can therefore be used as a tool to evaluate the effectiveness of different forms of early childhood provision, as well as children's readiness for more formal learning in a school situation.
[Copyright of Australian Journal of Learning Difficulties is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/19404150802380597]