ACTIVE START: A Statement of Physical Activity Guidelines for Children Birth to Five Years. Jane E. Clark, Rhonda L. Clements, Marci Guddemi, Don W. Morgan, Rae Pica, James M. Pivarnik, Mary Rudisill, Eric Small & Stephen J. Virgilio. 2002.31 pp. (Available from: American Alliance for Health, Physical Education, Recreation and Dance, P.O. Box 385, Oxon Hill, MD 20750-0385.) Noting that infants should be encouraged to be physically active from the beginning of life to enhance physical and cognitive development, this statement provides teachers, parents, caregivers, and health care professionals with guidelines that address the kinds of activities, the environment, and the individuals responsible for facilitating very young children's physical activity. Following an introduction and overview, the statement provides five guidelines for each age group: infants (birth to 12 months), toddlers (12 to 36 months), and preschoolers (3 to 5 years). Each guideline addresses the "what," "where," and "who" of physical activity. Following the guidelines, the statement answers frequently asked questions. A glossary and chart of common motor behaviors, by age, conclude the statement. CULTURALLY & LINGUISTICALLY SENSITIVE PRACTICES IN MOTOR SKILLS INTERVENTION FOR YOUNG CHILDREN. Technical Report. Yash Baghwanji, Rosa Milagros Santos, & Susan A. Fowler. 2000. (Available from: CLAS Early Childhood Research Institute, Champaign, IL; and from www.eric. ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED478 926.) This report examines the validity of motor intervention practices that have been described as "quality" practices and the extent to which they are appropriate for all families and children. Misunderstandings and conflicts in the areas of motor skills evaluation and intervention can occur between those providing services and those receiving services, if service providers do not address the values and beliefs about children and the social and behavioral codes. A review of the motor development literature reveals a need to revise current practices to be more reflective of and responsive to families' differing values, traditions, and perceptions regarding young children's motor development. The literature offers support for existing quality indicators that address core assumptions and professional roles. However, there is a need to consider how a number of variables impact and challenge current thinking about young children's motor development. Examples of these variables include the child's temperament, the child's form of disability, the caregiver's expectations for the child, and the physical features and setting in which the child lives. Finally, the authors suggest revisions to selected current practice indicators considering cultural and linguistic differences.
