scholarly journals Modern Methods of Teaching History for School-age Children

2021 ◽  
Vol 13 (2) ◽  
pp. 1021-1025
Author(s):  
Rakhbar Ergashevna Khalikova ◽  
Аlisher Оlimovich Esonov ◽  
Saodat Iskandarovna Makhammadieva
Keyword(s):  
Education System ◽  
History Textbooks ◽  
School Education ◽  
School Age Children ◽  
School Age ◽  
Teaching History ◽  
Complex Processes ◽  
Modern Methods ◽  
Methods And Techniques ◽  
Problematic Situations

This article discusses modern methods and techniques of teaching history in the school education system. It is known that after independence, our country has undergone radical reforms in various fields, including education. Textbooks have changed. However, a number of problems in history textbooks, extreme political approaches, lack of consistency, complex processes, and a plethora of terms have caused difficulties for schoolchildren. The solution to such problematic situations is analyzed in this article.

scholarly journals Traffic knowledge and perceptions of pre-school age children

2011 ◽  
Vol 1 (3) ◽  
pp. 23-28 ◽  
Author(s):  
Seda Hatipoğlu
Keyword(s):  
Primary Education ◽  
School Education ◽  
Traffic Information ◽  
School Age Children ◽  
School Age ◽  
Linguistic Skills ◽  
Traffic Rules

Pre-school education of children, which lasts until they began to their primary education, covers a period of the time between the ages of 0 and 6. This is the most important period of time in which they developed most of their physical, emotional, mental, social and linguistic skills, and their personality.  It is apparent that a big part of traffic problems occurs due to the lack of traffic education. Although it is important to have traffic education in all ages, the pre-school education helps them to acquire a habit of obeying the traffic rules and affects their behaviors.  In this study, the traffic information and perception of pre-school age children in Turkey is determined with the help of a survey applied to 804 children between aged 3-6; the missing and mistakes are identified, and the steps for a more accurate and permanent traffic education are discussed.

QUESTIONNAIRE AS A METHOD OF EXPRESS ANALYSIS OF THE ATTITUDE OF PARENTS TO THE TRAINING OF CHILDREN

2021 ◽  
Vol 71 (3) ◽  
pp. 223-233
Author(s):  
A.S. Akhmetova ◽  
◽  
Sh.D. Imangalieva ◽  
Keyword(s):  
Education System ◽  
Mobile Applications ◽  
Mobile Application ◽  
School Age Children ◽  
School Age ◽  
Practical Application ◽  
Cultural Changes ◽  
Comprehensive Information ◽  
Express Analysis ◽  
Psychological Knowledge

Today, society requires the education system to comply with economic, social and cultural changes. The increase in the value of mass media in the education system is due to their deep and diverse impact on everyday life. Various mobile applications play an important role in providing psychological and pedagogical support to parents in the upbringing of preschool and school-age children. In this regard, a survey of parents in the territory of Kyzylorda region was conducted to determine what specific problems arise in the upbringing of preschool and school-age children and how much psychological and pedagogical support is needed. According to the sixteen criteria identified in the questionnaire, parents expressed their own opinions about the upbringing of children. Based on the obtained data, a mathematical and statistical analysis was carried out. The practical application of the questionnaire in the framework of the assessment of pedagogical and psychological knowledge of parents in the upbringing of children will provide an operational comprehensive information on the usefulness of mobile applications for parents, thereby increasing the effectiveness of decisions taken on the next steps and opening the way to the development of a pedagogical mobile application for parents. And the results of the analysis of the study will be applied to the development of a mobile application for further pedagogical and psychological support of parents in the upbringing of children.

scholarly journals The role of play in pre-school and younger school age children

2006 ◽  
Vol 38 (1) ◽  
pp. 174-189 ◽  
Author(s):  
Emina Kopas-Vukasinovic
Keyword(s):  
Preschool Education ◽  
School Education ◽  
School Age Children ◽  
Gradual Change ◽  
School Age ◽  
Educational Values ◽  
Age Related ◽  
Learning Through Play ◽  
Pedagogic Theory

The paper deals with the importance of play for children?s development and learning in institutionalized preschool education, as well as the opportunities it provides concerning the organization of teaching activities with younger school age children. The paper is based on the theoretical framework emphasizing educational character of children?s play, as a specific form of learning. Notwithstanding occasional attempts within pedagogic theory to deny educational values of children?s play and to emphasize instruction as the only form of systematic learning, contemporary pedagogic views consider play an important part of school education. Learning through play at younger school age helps overcome the discontinuity between preschool and school education. Curriculum subject matter can be covered through carefully selected and prepared play activities within the existing system, providing the support, encouragement and guidance by the adults involved, including their proper knowledge of children? age-related and psycho-physical characteristics. Play facilitates gradual change over from preschool to school developmental stage, free, spontaneous and creative expression and the development of children?s potential.

scholarly journals P164 Back to school - Supporting invasively ventilated children to return to the classroom

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A74-A75
Author(s):  
C Wood ◽  
K Waters ◽  
K Gray
Keyword(s):  
Education System ◽  
Respiratory Health ◽  
School Setting ◽  
School Age Children ◽  
Main Stream ◽  
School Age ◽  
Care Needs ◽  
Patient Journey ◽  
Support Unit ◽  
Health Technologies

Abstract Introduction Integration of children with high health needs into the education system, such as those who are invasively ventilated, requires careful planning. Methods We retrospectively reviewed data bases and medical records from January 2004 until December 2020 to profile school age children who, following insertion of a tracheostomy to facilitate invasive ventilation, required assistance in entering or returning to the education system. Results 44 children received invasive respiratory support. Five (11%) remain under the legal school age of 6 years. Fourteen (32%) children entered main stream education – Private or state schools. Three (7%) children attended main stream schools with extra assistance in a support unit. Eighteen (41%) children attended Special Schools that met their individual underlying health care needs. Four (9%) children received either home schooling or attended hospital school. All children received appropriate education according to cognitive ability and none were placed in an inappropriate school setting due to their need for extra support with respiratory health. Discussion High use of health technologies can be perceived as a barrier to the normal classroom so negotiation with education authorities should be part of the patient journey. Support for (re-)integration to the school system includes recruitment and training of support staff and appropriate assessments of ability to provide a safe environment whilst maintaining appropriate level of supervision. Collaboration between the hospital and the education facility is key to the successful integration of children into the education system.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

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