scholarly journals Assessment of determinants of behavioral problems among primary school children in Mangalore city of South India

2021 ◽  
Author(s):  
Nitin Joseph ◽  
Ushasti Sinha ◽  
Mariella D’Souza
Keyword(s):  
Primary School ◽  
School Children ◽  
Behavioral Problems ◽  
Group Discussion ◽  
Multivariable Analysis ◽  
Primary School Children ◽  
Primary School Teachers ◽  
Nuclear Families ◽  
Biological Parents ◽  
History Of

AbstractThe primary aim of this study addresses a key question relating to the identification of the determinants of behavioral problems among primary school children. The secondary aim was to suggest remedial measures among teachers on how to deal with behavioral problems among students. An assessment of students studying from Class 2 to 5 was taken by the teachers using the Rutter Children Behavior Questionnaire to identify the ones with behavioral problems. Determinants of behavioral problems were identified using a self-administered questionnaire filled by the mothers of these children. Finally discussion on various findings of this study were done among the primary school teachers through a focus group discussion. Suggestions on how to deal with these problems were given to the teachers. Out of the 750 students who took part in this study, 65(8.7%) were identified by their teachers to have behavioral problems. Children whose biological parents were not currently married, those reported to have undergone physical harm routinely as a disciplinary measure, those with maternal history of inadequate diet during the related antenatal period and those belonging to nuclear families had behavioral problems in multivariable analysis. Adequate nutritional care need to be taken during early developmental years and correct disciplinary methods need to be advised to prevent behavioral problems among children.

Relation of home chaos to cognitive performance and behavioral adjustment of Pakistani primary school children

2011 ◽  
Vol 35 (6) ◽  
pp. 507-516 ◽  
Author(s):  
Syeda Shamama-tus-Sabah ◽  
Nighat Gilani ◽  
Theodore D. Wachs
Keyword(s):  
Primary School ◽  
Cognitive Performance ◽  
School Children ◽  
Behavioral Problems ◽  
Behavioral Assessment ◽  
Developed Countries ◽  
Assessment System ◽  
Primary School Children ◽  
Raven's Standard Progressive Matrices ◽  
Home Chaos

Recent findings from Western developed countries have linked home chaos to children’s cognitive performance and behavioral problems. In the present paper we test whether the same pattern of associations can be replicated in a non-Western developing country. Our sample was 203 Pakistani primary school children. To assess home chaos the Confusion, Hubbub, and Order Scale (CHAOS) was translated into Urdu and administered to mothers. Children were assessed using the parent and teachers rating forms of the Behavioral Assessment System for Children and the Raven's Standard Progressive Matrices. Home chaos was not related to children’s cognitive performance. However, replicating previous findings from Western developed countries, greater home chaos uniquely predicted higher levels of internalizing and externalizing behavioral problems as well as lower levels of adaptive behavior in Pakistani children, as rated by both mothers and teachers.

scholarly journals Childhood hypertension and family history of hypertension in primary school children in Port Harcourt

2013 ◽  
Vol 40 (2) ◽  
pp. 184-188
Author(s):  
BAN Okoh ◽  
EAD Alikor
Keyword(s):  
Blood Pressure ◽  
Family History ◽  
Primary School ◽  
School Children ◽  
Antihypertensive Drugs ◽  
Sampling Technique ◽  
Primary School Children ◽  
History Of ◽  
Family History Of Hypertension ◽  
Childhood Hypertension

Objective: To determine the relationship between childhood hypertension and family history of hypertension in primary school children in Port Harcourt.Methods: A stratified multi-staged sampling technique was used torecruit pupils between 6-12 years of age, from thirteen primary schoolslocated in three school districts. Data was collected using a pretestedquestionnaire completed by parents / guardians. The average of three blood pressure measurements, weight and height were taken for each pupil, using standardized techniques. Hypertension was defined as average systolic and / or diastolic blood pressure greater than or equalto the 95th percentile for age, gender and height using the standard bloodpressure charts. Family history of hypertension was defined as eitherparent indicating on the submitted questionnaire that they were hypertensive (diagnosed by a physician and/or on antihypertensive drugs)or had a family history of hypertension.Results: A total of 1302 pupils with 717 (55.1%) females and 585(44.9%) males were studied, giving a female to male ratio of 1.2:1. Themean age of pupils studied was 8.82±1.91 years. Sixty one (4.7%)of the pupils examined had hypertension. Of the 1302 pupils, 316(24.3%) had a family history of hypertension. The mean systolic(p<0.001) and diastolic (p=0.220) blood pressures were higher in childrenwith a family history of hypertension than in those without. Ofthe pupils that had a family history of hypertension, 7.9% had  hypertension, while 3.7% of those that did not have a family history, werefound to be hypertensive (p=0.001).Conclusion: A family history of hypertension was associated with a higher prevalence of childhood hypertension than was seen in children without a family history of hypertension.Key words: Childhood Hypertension, Family history.

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

Formation of Functional Literacy of Primary School Children in the Field of Healthy and Safe Lifestyle

2020 ◽  
Vol 8 (2) ◽  
pp. 27-30
Author(s):  
Irina Artyuhova
Keyword(s):  
Primary School ◽  
School Children ◽  
Healthy Lifestyle ◽  
Primary School Children ◽  
Practical Skills ◽  
School Teachers ◽  
Basic Principles ◽  
Primary School Teachers ◽  
Functional Literacy ◽  
Safe Behavior

The article discusses the basic principles and specifics of the organization of activities of primary school teachers in the formation of students’ knowledge in the field of safe behavior and healthy lifestyle, as well as their development of practical skills in relevant situations. Questions of didactic support are highlighted, target methodological modules are marked. As an example of their use, the development of classes on the topic “My safety when riding a scooter and crossing the roadway” is presented.

scholarly journals Tongue Microbiota Composition and Dental Caries Experience in Primary School Children

mSphere ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Daixi Zhang ◽  
Toru Takeshita ◽  
Michiko Furuta ◽  
Shinya Kageyama ◽  
Mikari Asakawa ◽  
...  
Keyword(s):  
Dental Caries ◽  
Primary School ◽  
School Children ◽  
Dental Plaque ◽  
Primary School Children ◽  
Caries Experience ◽  
Microbiota Composition ◽  
Elderly Adults ◽  
Content Type ◽  
History Of

ABSTRACT The tongue microbiota of elderly adults is composed of two cohabiting commensal groups and their ratios are related to the number of teeth with dental caries experience. In this study, the variation in the tongue microbiota of primary school children and its relationship with the dental caries experience were investigated. We examined the tongue microbiota of 138 children aged 6 to 7 years and 11 to 12 years (61 and 77 children, respectively) who underwent annual dental examinations. The bacterial composition was determined by sequencing the V1-V2 region of the 16S rRNA gene. Cooccurrence network analysis indicated two groups of cohabiting predominant commensals in the tongue microbiota of children. The microbiota in children without a history of dental caries showed significantly higher relative abundances of one of the cohabiting groups, primarily composed of Neisseria subflava, Porphyromonas pasteri, and Fusobacterium periodonticum, compared to that in children with a history of dental caries, which is consistent with that of elderly adults with fewer teeth with dental caries experience. Linear discriminant analysis effect size (LEfSe) further identified Streptococcus oralis subsp. dentisani, belonging to the aforementioned commensal group, as a discriminant species in children without dental caries experience aged 6 to 7 years and 11 to 12 years. Our results describe the tongue microbiota composition of primary school children without history of dental caries and support the possibility that dental caries experience is accompanied by a shift in the tongue microbiota. IMPORTANCE Dental caries is now considered to be caused by acids produced by the overall dental plaque microbiota rather than by specific pathogens. This study focused on the relationship between dental caries experience and the variations in tongue microbiota, which is adjacent but separate from the dental plaque microbiota. Our results demonstrated that the tongue microbiota of primary school children with no history of dental caries experience was composed of predominant commensals with different relative abundances compared to those present in children with dental caries experience, suggesting that dental caries experience is accompanied by a shift in the tongue microbiota. The maintenance of a healthy tongue microbiota may indirectly contribute to the prevention of dental caries.

scholarly journals MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)

2020 ◽  
pp. 140-149
Author(s):  
T. Janicka-Panek
Keyword(s):  
Primary School ◽  
Reading Instruction ◽  
School Children ◽  
Theory And Practice ◽  
Primary School Children ◽  
Teaching Reading ◽  
Primary School Teachers ◽  
Rural And Urban ◽  
Frequency Of Use ◽  
Early School

The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.

scholarly journals Dynamics and Phenomenology of Internal position in Modern Primary School Students

2014 ◽  
Vol 6 (2) ◽  
pp. 50-67 ◽  
Author(s):  
D.V. Lubovsky
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Transition To High School ◽  
School Students ◽  
Voluntary Regulation ◽  
Internal Position ◽  
Early School ◽  
History Of ◽  
Early School Age

We present the history of the introduction to psychology of the concept of “internal position” and those methodological tasks for which it was requested. We define the internal position as an integrated dynamic system of meaning, motivational and voluntary regulation of human activity, which determines the choice of action in situations of uncertainty and struggle of motives. We analyzed current research of the internal position in school students, its features in modern children, its dynamics in primary school children. We show the importance of group sessions aimed at creating personal readiness for school, for the development of the internal position of a schoolchild. We describe a technique for diagnosing the internal position of a student to study the internal position in second graders, and provide the data on its validation. We discuss the results of studies of the internal position psychological functions and the dynamics of its development in modern younger students, conducted under the supervision of the author. We describe the types of the internal position in primary school children during the transition to high school. We show the dynamics of the internal position and its substantial changes during early school age.

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