Best Women's Shoes For Walking Long Distances in 2021
Skechers Performance Women's Go Walk 2 Slip-On Walking Shoe, Heather Grey, 8.5 M US
- Lightweight slip-on with breathable mesh and convenient heel-pull loop
- Ortholite footbed and resalyte cushioning
- Agion odor-treated lining
Brooks Womens Launch 6 Running Shoe - Aster/Fig/Gold - B - 10.0
- SHOE SIZE: "B" = Medium width
- THIS SHOE IS FOR: This is a great option for neutral, efficient runners who don’t like a super soft shoe. It has just-right spring and is light enough to be a race shoe for longer distances like the marathon.
- ENERGIZED FEEL: Delivers a responsive and springy ride to add extra lift to your stride without compromising support or speed.
- SPRINGY CUSHIONING: BioMoGo DNA midsole cushioning and rebounding rubber create a springy feel underfoot.
- LIGHTWEIGHT FIT: The one-piece mesh upper and internal bootie are so light and breezy, they feel like they’re not even there.
Ryka Women's Inspire Walking Shoe, Blue, 7.5 W US
- Breathable mesh with leather and synthetic overlays.
- Memory Foam sock liner.
- Compression molded EVA with TPU heel clip.
- Second density molded EVA.
New Balance Women's Arishi v1 Fresh Foam Running Shoe, Angora, 10.5 B US
- Fresh Foam midsole
- NB Response 1.0 Performance insert
- Bootie Construction
- No-sew material application
- Removable insert
adidas Originals Women's Falcon Running Shoe, ice Mint/ice Mint/Black, 7 M US
- Chunky, 90s-inspired shoes with extra cushioning and a wide fit for stylish, all-day comfort
- Wide fit; Roomy toe box; Lace closure
- Lightweight EVA midsole
- Rubber outsole provides excellent grip
ASICS Women's Gel-Contend 5 Running Shoes, 8M, Black/Silver
- AmpliFoam Midsole - Engineered to maintain durability at softer densities, providing better flexibility, comfort, and platform adaptability ideal for natural running.
- Rearfoot GEL technology cushioning system - Attenuates shock during impact phase and allows for a smooth transition to midstance.
- Ortholite Sockliner - Moisture management (Ortholite is a registered trademark of ATP Manufacturing LLC).
ASICS Women's Gel-Cumulus 20 Running Shoes, 10M, Azure/Blue Print
- I.G.S (Impact Guidance System) Technology - ASICS design philosophy that employs linked componentry to enhance the foot's natural gait from heel strike to toe-off.
- Ortholite Sockliner -
- SpevaFoam 45 Lasting - Employs 45 degree full length SpevaFoam 45 lasting material for a soft platform feel and improved comfort.
- Reflectivity - Contains reflective materials designed to enhance visibility during low light hours.
- FlyteFoam Propel Technology - ASICS energetic foam formulation that provides supreme bounce thanks to a unique elastomer compound.
ASICS Gel-Excite 4 Women's Running Shoe, Grape/Silver/Begonia Pink, 9 M US
- Surface: Road. Differential: Not provided. Breathable mesh upper with synthetic leather overlays for structural support. Traditional lace-up closure. Plush tongue and collar for a more comfortable fit. Mesh lining for a breathable wear. Removable foam insole supplies light underfoot cushioning. EVA midsole for lasting plush. Rearfoot Gel® cushioning system attenuates impacting shock and allows for a smooth transition to midstance. Rubber outsole. Imported. Measurements: Weight: 9 oz
- Run forward and further with the ASICS® Gel-Excite 4!
- Predecessor: Gel-Excite 3.
- Support Type: Neutral to underpronation (supination).
- Cushioning: Maximum cushioning.
ASICS Women's Gel-Kayano 26 Kai Running Shoes 1011A636, 11.5M, White/Laser Pink
- Exoskeletal heel counter provides improved support and creates improved heel fitting environment
- This evolution of DuoMax system enhances stability and support, with reduced weight and increased platform support
- This Trusstic System Technology integrates Guidance Line construction for enhanced gait efficiency while providing midfoot structural integrity
- AHAR Plus Outsole is strategically positioned in critical areas of the outsole, this exceptionally durable compound is 50% more durable than standard ASICS High Abrasion Rubber
- Rearfoot and Forefoot GEL Cushioning Systems Attenuates shock during impact and toe-off phases, and allows movement in multiple planes as the foot transitions through the gait cycle
adidas Performance Women's Lux Clima w Running Shoe, Core Black/Carbon/Core Black, 8.5 M US
Developmental Stages of Infants and 6 to 10 Year Olds
This article discusses the different stages of development for infants and middle childhood children.
Infancy is the developmental age group that encompasses children from birth to two years of age; middle childhood is the age group that includes children of the ages six to 10 years old. During infancy children tend to grow and change physically very rapidly. The "emergence of reflexes" and a "general decline in crying" also occurs during this age group (McDevitt amp; Ormrod, 2004, p.106). During infancy there is an increase in ability of movement and children will start, crawling, sitting, and walking. Infancy is also the time when children will gain the ability to use the small muscles of their hands and eyes" (Mcdevitt amp; Ormrod, 2004, p.106). Middle childhood children will develop physically by growing steadily in weight and height; this is also the time when children will begin to lose their baby teeth and gain their adult teeth. During middle childhood children will also develop a "refinement and consolidation of gross motor skills and integration of such skills into structured play activities" (McDevitt amp; Ormrod, 2004, p.106). Middle childhood is the time where children will engage in organized sports; they will also increase the capability of their fine motor skills. Infancy is the beginning of physical development for children, and during middle childhood physical attributes become more complex.
Emotional development starts from birth. Infants exhibit strong amounts of attachment to those who take care of them, and may show some distress when they are separated from their caregiver. Throughout infancy a child increases their "repertoire of ways to communicate feelings" and gain a "beginning ability to soothe themselves" (McDevitt amp; Ormrod, 2004, p.400). During infancy children will develop a sense of self and may exhibit some possessiveness over toys. Middle childhood is a time where children develop an "increasing number of bonds outside of family" and an "increasing ability to regulate emotions" (McDevitt amp; Ormrod, 2004, p.400). During this age group children will start to compare their own abilities to those of their peers, and many children of this age group seem to have good self-esteem. During infancy children are starting to develop emotions, and during middle childhood children are starting to understand their emotions.
Congnitive development in infants is shown through an increase in "physical exploration of environment" and a "growing awareness of simple cause effect relationships" (McDevitt amp; Ormrod, 2004, p. 178). During this age children also exhibit the ability to characterize the world in their minds. During middle childhood children start to show " conservation, multiple classification, and other forms of adult logic", but they have a "limited ability to reason about abstract or hypothetical ideas" (McDevitt amp; Ormrod, 2004, p. 178). Middle childhood children become capable of participating in sports and games that require "coordinating multiple perspectives" (McDevitt Ormrod;, 2004, p.178). Cognitive developments in infants are very simplistic, and cognitive developments in middle childhood children are more advanced.
Intellectually infants have short attention spans and are easily distracted. During infancy children do well with "recognition memory, visual preferences, and eye-hand coordination" and their performance on assessments bases highly on "examiner's ability to establish a positive relationship with the infant" (McDevitt amp; Ormrod, 2004, p.258). Middle childhood is the age group where there is a noticeable difference in the understanding of academic subject matter amongst students. During middle childhood children show "success on test items that involve defining concrete words, remembering sentences and short sequences, understanding concrete analogies, recognizing similarities among objects, and identifying absurdities in illogical statements.
Language developments occur rapidly in infants. "Repetition of vowel sounds" will start as early as one month of age and will grow into "babbling" and the combination of vowel and consonant sounds by the age of "six months" (McDevitt amp; Ormrod, 2004, p. 308). By about a year old children will be able to use single words and a rapid increase in an infant's vocabulary will occur from the age of one year old to two years old. For middle childhood children the use of "comparative words" and "temporal word" will be successful, and pronunciation will be mastered (McDevitt amp; Ormrod, 2004, p. 308). During this age children will also be able to maintain conversation about concrete topics; they will also understand the idea of cause and effect and narrative plots. "Linguistic word play" will also become part of a middle childhood child's knowledge base.
Reading and writing development in infants starts with the use of colorful toy books. During infancy children are more interested in pictures and rhyme schemes. Middle childhood children are much more advanced in reading and writing skills. They have the "ability to hear phonemes within words", and they are beginning to read silently" (McDevitt amp; Ormrod, 2004, p. 308). Reading and writing skills start at infancy, and they continue, to develop progressively as children get older.
Social development in infancy is marked by the awareness that people have goals and desires that are unique to themselves. Infants also exhibit social development when they look to others to see how to react to situations. During infancy children also show signs of "distress towards aggression" (McDevitt amp; Ormrod, 2004, p. 444). During middle childhood children have an awareness of other people's mental states, but they seem to "over simplify the nature of other people's mental states", and they have a "growing recognition that other people interpret experiences instead of taking them at face value" (McDevitt amp; Ormrod, 2004, p. 444). Children of the middle childhood age group also start to have knowledge of the government; they also start to feel empathy for others. Middle childhood is also the time when children start to feel "shame for moral wrong doing" (McDevitt amp; Ormrod, 2004, p. 308). From infancy to middle childhood there is a lot of developments that occur.
Interpersonally infants show a lot of emotion in regard to their toys. Aggression may occur during the first year "when another child takes a child's toy", and "in the second year pushing and shoving to gain toys" may occur" (McDevitt amp; Ormrod, 2004, p. 555). Infants also exhibit interpersonal development when they cannot control their environment, and they make take out their frustrations on the caregiver. Middle childhood children differ from infants because they have a "decrease in overt physical aggression", and they increase in "covert antisocial behaviors" (McDevitt amp; Ormrod, 2004, p. 555). During this age group children also have an understanding of the intentions of others. Infants have a tendency to show physical aggression, and middle childhood children instead internalize it.
It is extremely important to understand the development of children if you are going to be a teacher. Children develop very differently during different stages, and it is important to be aware of how they develop. It is also important to be aware of the normal developments that occur at different ages. Infants and middle childhood children develop a lot during these age groups. Although they both develop a lot there is a big difference in the developments that take place. During infancy children are beginning to develop on many levels, and during middle childhood children are taking the knowledge base they already have and increasing it in many complex ways.
McDevitt, T., amp; Ormrod, J. (2004). Child Development: Education and Working with Children and Adolescents (2nd ed.). : Prentice Hall