The commitment to the whole child should be measured and accessed in all capabilities. Whether by physical developmental attributes to brain development and overall health. These developmental pattens Will reveal the overall growth of the child and relinquish knowledge on where this child should be in terms of development and how these rapid patterns of growth and health can be established, whether by school or home.
China Physical Development vs Academics
In terms of being physically accessed Chinese children are unique compared to those in other developing countries because they do not perform household chores. Instead, they are under pressure to achieve scholastically. Participation in physical activities outside of school is almost nonexistent. Current television watching habits are relatively low compared to developed countries and walking/biking is a common form of commuting. (Popkin, 2003) The descriptive analysis herein represents the foundation upon which future longitudinal studies of PA in this population will be based. (Popkin, 2003) A total of 72% engage in study-related activities outside of school for a median of 420 min/week. Only 8% of Chinese school children, regardless of gender, watch television > or =2 h/day; less than 1% watch > or =4 h/day. Chores related to housework are not a part of life for Chinese school children; fewer than 20% performed these tasks. (Popkin, 2003)
Chinese children also commute to school by walking more often then U.S or other countries. They are more eager to participate in "academic" sport rather then physical activity. Due to the customs and beliefs of their traditions of their culture. In terms of academics, their assessment is relatively high in Math and Science, in comparison with other countries.
Resource Application
Popkin, B.(2003) Physical activity and inactivity in Chinese school-aged youth: the China Health and Nutrition Survey. Int J Obes Relat Metab Disord.pp 1093-9
