A Mediterranean Dietary Pattern Is Associated with Greater Participation in Physical Activity and Better Health-Related Quality of Life among Students and Professors at the Melilla Campus (University of Granada)

The objective of this study was to assess Mediterranean diet (MD) scores (i.e., alignment with a MD pattern) among students and professors, in addition to assessing how adherence to the MD was associated with other lifestyle behaviors. A cross-sectional observational study was conducted with a sample of 127 university professors and 272 students of the Melilla Campus at the University of Granada (Spain). Students were more physically active than professors (mean difference = 1058 METs, p < 0.001) and reported lower negative affect (NA; mean difference = −1.70, p < 0.001) whereas professors reported nominally better perceived mental health. For the total sample, the physical health component (β = 0.03, p = 0.03) and physical activity (β = 0.0001, p = 0.01) were significantly associated with higher MD scores. Health behaviors, including MD scores and physical activity, were suboptimal among both students and professors. The results suggest that a dietary pattern reflective of the MD is positively associated with both physical and mental health outcomes among students and professors, though the direction of the associations remains to be clarified

Factor analysis for nominal (first choice) data

We show how a factor analysis model can be fitted to nominal data using the computer program Mplus. The model is akin to multinomial logistic regression with unobserved predictors (the common factors) and was initially proposed by Bock (1972) in the one-factor case. Recently, extensions to multiple factors and alternative parameterizations to facilitate parameter interpretation have been proposed. We present four examples in which several versions of the model are estimated using Mplus: a) a one-factor model applied to situational items measuring assertiveness, b) an exploratory factor analysis applied to attitudinal data, c) a confirmatory factor analysis applied to educational data with testlets, and d) the newest parameterization of the model applied to an emotional stability scale. All data files and computer codes are provided as supplementary materialsThis research was partially supported by grant PSI2015-66366-P from the Spanish Department of Economy and Competitiveness (Revuelta, PI) and by grant SES-1659936 from the National Science Foundation (Maydeu-Olivares, PI

Cooperative learning in Early Childhood Education

El presente artículo tiene como finalidad mostrar la importancia que el aprendizaje cooperativo aporta desde el punto de vista académico, centrándonos en la etapa de Educación Infantil. Por ello, a lo largo de este se concretan las características y principios básicos que fundamentan este tipo de metodología, así como las ventajas que aporta al desarrollo integral del alumnado, concretando, más adelante, las técnicas cooperativas más significativas y los pasos que se deben tener en cuenta para llevar a cabo el aprendizaje cooperativo en el aula de Educación Infantil.The purpose of this article is to show the importance that cooperative learning contributes from the academic point of view, focusing on the stage of Early Childhood Education. Therefore, throughout this the basic characteristics and principles that underlie this type of methodology are specified, as well as the advantages that it contributes to the integral development of the students, specifying, later, the most significant cooperative techniques and the steps that must be taken. take into account to carry out cooperative learning in the classroom of Early Childhood Education

The teaching of History in Early Childhood Education

La enseñanza de la Historia es una fuente de transmisión cultural. La Historia permite al alumnado descubrir su identidad y los cambios que ha tenido la sociedad a lo largo de los años, contribuyendo a la formación de ciudadanos críticos. Por ello, los docentes deben tener en cuenta qué estrategias metodológicas son las más idóneas para la inclusión de la Historia como contenido en Educación Infantil. A lo largo del artículo se verá una fundamentación teórica y legislativa para, después, señalar estrategias y propuestas innovadoras para la enseñanza y el aprendizaje de la Historia en Educación Infantil.The teaching of history is a source of cultural transmission. History allows students to discover their identity and the changes that has had the society over the years, contributing to the formation of critical citizens. Therefore, teachers must take into account what methodological strategies are the most suitable for the inclusion of history as content in early childhood education. Throughout the article, it is made a theoretical and legislative foundation, then point out strategies and innovative proposals for the teaching and learning of history in early childhood education

Physical punishment in education

El objetivo general de este artículo es analizar el denominado el castigo físico en la educación de los niños así como su uso. Entre las principales conclusiones, se destaca que la mayoría de los padres y madres afirman haber pegado a sus hijos o hijas alguna vez y muestran, en ocasiones, opiniones favorables hacia ello. Además, existe un uso generalizado del cachete, a pesar de su prohibición legal, mostrando, al mismo tiempo, las consecuencias negativas que implica el uso del castigo físico como medio para la resolución de conflictos.The general objective of this article is to analyze the so-called physical punishment in the education of children as well as its use. Among the key findings, it stands out that most parents claim to have stuck to their sons or daughters sometime and show, occasionally, favorable views toward this. There is also a widespread use of the cheek, despite a legal ban, showing, at the same time, the negative consequences of the use of physical punishment as a means of conflict resolution

Multiple intelligences in early childhood education

La Teoría de las Inteligencias Múltiples supone un nuevo enfoque al concepto de inteligencia. Por ello, con el presente artículo se llevará a cabo una revisión teórica fundamentada en la Teoría de las Inteligencia Múltiples de Gardner, para después señalar qué estrategias de intervención son las más apropiadas para llevarlas a cabo en el aula de Educación Infantil. Debemos tener en cuenta que cada alumno posee distintas capacidades, intereses, motivaciones, etc., por lo que el profesorado debe prestar una atención individualizada, de manera que se pueda desarrollar todas las inteligencias en todos y cada uno de ellos.The theory of multiple intelligences is a new approach to the concept of intelligence. For this reason, this article will be a theoretical revision based on the theory of multiple intelligence of Gardner, to then point out which strategies are the most appropriate to carry out in the preschool classroom. We must take into account that each student has different abilities, interests, motivations, etc., so teachers must provide individual attention, so can develop all intelligences in each and every one of them

Gamification in Early Childhood Education

La sociedad en la que nos encontramos va cambiando cada vez de forma más rápida. La educación no puede quedar al margen de estos cambios, ya que debe preparar a los individuos para vivir en el mundo en el que se encuentran. Actualmente, vivimos en la sociedad de la información y la comunicación, donde las nuevas tecnologías ocupan un lugar muy importante. Estas tienen múltiples aplicaciones en el proceso de enseñanza y aprendizaje. Este artículo, girará en torno a la gamificación, una de estas valiosas aplicaciones que, bien usada, puede tener múltiples beneficios para el alumnado de Educación Infantil.The society in which we find ourselves is changing ever more quickly. Education cannot stay aside from these changes, because it must prepare individuals to live in the world that are. Today, we live in the society of information and communication, where new technologies occupy an important place. These have many applications in the process of teaching and learning. This article focuses on the gamification, one of these valuable applications which, well used, can have multiple benefits for students of early childhood education

The Emotional Education in Infantile Education

Con el presente artículo se pretende describir la importancia de la Educación Emocional en Educación Infantil, jugando esta un papel fundamental en la formación de la personalidad e interacción social del alumnado. Además, abordaremos la inteligencia emocional y la competencia emocional como factores imprescindibles y disociables de la Educación Emocional. La puesta en práctica de la Educación Emocional requiere llevar a cabo estrategias de intervención fundamentadas teóricamente y llevadas a cabo por un profesorado debidamente cualificados y conscientes de la ventaja de la Educación Emocional como fruto generador de ciudadanos competentes en los distintos ámbitos de la vida.This article describes the importance of emotional education in early childhood education, which is playing a key role in the formation of the personality and social interaction of students. In addition, we will treat the emotional intelligence and emotional competence as severable and essential factors of emotional education. The implementation of emotional education required to carry out theoretically-informed intervention strategies carried out by teaching staff duly qualified and aware of the advantage of the emotional education as a generator result of competent citizens in different spheres of life

Music therapy in Early Childhood Education

En el presente artículo se destaca la importancia de la Musicoterapia, una disciplina que, a pesar de su instauración y avance en otros países como Estados Unidos o Reino Unido, en España aún se presenta como una materia pendiente y en proceso de reconocimiento. Dada la importancia y ventajas que esta tiene para las personas, se detalla cómo iniciarla desde las etapas más tempranas, concretamente, en la etapa de Educación Infantil donde aporta numerosos beneficios al alumnado y se presenta como una actividad lúdica y motivante para niños y niñas.This article highlights the importance of music therapy, a discipline which, despite its establishment and advancement in other countries such as United States or United Kingdom, in Spain yet is a pending matter and in process of recognition. Due to the importance and advantages of this for people, it is detailed how to start it from the earliest stages, namely at the stage of early childhood education which provides numerous benefits to students and presents itself as a recreational activity and motivating for boys and girls

Children with very diminished vision and blind

Con el presente artículo se pretende reflexionar sobre el concepto de deficiencia visual así como su clasificación. Para una adecuada intervención, tanto médica como técnica o educativa, es preciso conocer las diversas causas que provocan la deficiencia visual. Una adecuada intervención y orientación por parte de las diferentes disciplinas implicadas en el tratamiento con niños con deficiencia visual va a permitir que estos puedan desarrollar sus capacidades tanto cognitivas como sociales de forma favorable, jugando un papel importante la participación familiar en dicha intervención.With this article, it is intended to reflect on the concept of visual impairment as well as its classification. For appropriate intervention, medical, technical or educational, we must know the various causes that cause visual impairment. An appropriate intervention and guidance from the different disciplines involved in treating children with visual impairment, will allow that they can develop both cognitive and social abilities in a favorable way, playing an important role the family participation in the intervention