scholarly journals Doing the right thing in the early years of primary school: a longitudinal study of children’s reasoning about right and wrong

2019 ◽  
Vol 46 (5) ◽  
pp. 863-878
Author(s):  
Joanne Lunn Brownlee ◽  
Susan Walker ◽  
Elizabeth Wallace ◽  
Eva Johansson ◽  
Laura Scholes
Keyword(s):  
Longitudinal Study ◽  
Primary School ◽  
Early Years ◽  
The Right

scholarly journals Physique and Physical Fitness of Rural South African Primary School Netball Players and Non-netball Players: Ellisras Longitudinal Study

2006 ◽  
Vol 12 (2) ◽  
pp. 45-51
Author(s):  
PJ MAKGAE ◽  
G. L. MOTLOKOA ◽  
R. J. MASHITA ◽  
K. D. MONYEKI
Keyword(s):  
Longitudinal Study ◽  
Physical Education ◽  
Primary School ◽  
South African ◽  
Primary School Children ◽  
Physical Education Teachers ◽  
Rural South ◽  
Fitness Level ◽  
Width Measurements ◽  
The Right

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The aim of this study was to investigate physique and fitness level of primary school netball players and non-net ball players. A total of 426 primary school children (138 netball players and 288 non-netball players) who are part of the Ellisras Longitudinal Study participated in the study. Height, weight, skinfolds measurements (triceps, subscapular, supraspinale and medial calf) girth measurements (arm flexed and tensed and calf girth) and width measurements (femur and humerus) were measured according to the protocol of the International Society for the Advancement of Kinanthropometry (ISAK). The Heath-Carter method of somatotyping was used to determine the somatotype level of all the players. Fitness level of each subjects was obtained through the Eurofit (1988) and the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) (1980). Netball players dominated the mosomorphic ectomorph (25.9%) and Balance ectomorph (19.6%) while the non-netball players dominated the ectomorphic mesomorph (22.9%) and mesomorphic ectomorph (21.2%) category. The netball players performed significantly well in shuttle run (22.2 sd 1.6) and 22.7 sd 2.2) and 50m (9.5s sd 1.2 and 9.9 1.0) sprint as compared to non-netball players. Further research in the somatotype and fitness level of netball players in their different playing position and the Physical Education program of rural South African schools will yield valuable information for physical education teachers in assigning the players to the right position at an early age.本文旨在探討南非鄉鎮地區兒童參與投球活動的體格和體能。樣本來自426名小學生，分為投球組及非投球組，整體而言，投球組的兒童體質及體適能狀況較卓越。

Pengenalan Literasi Sampah Pada Anak-Anak Melalui Video Dan Permainan

2019 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Septin Puji Astuti ◽  
Ardhi Ristiawan ◽  
Annida Unnatiq Ulya ◽  
Purwono Purwono ◽  
Nurwulan Purnasari
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Community Engagement ◽  
School Children ◽  
Primary School Children ◽  
Environmental Behaviour ◽  
Social Agent ◽  
Game Simulation ◽  
Waste Separation ◽  
The Right

Environmental education creates environmental behaviour of people. Children are social agent who plays prominent role for shaping future life. In order to create environmental consciousness generation environmental education should be delivered to children. This paper reports community engagement activity through providing environmental education for first to third grade of primary school children. The delivery process of environmental education to children was transferred through movies and games. Two movies were played to children have attracted them to understand of the prominent of putting trash to the right litter bin. Meanwhile, game simulation for practicing waste separation resulted 96% of children were able to put rubbish in the right litter: organic, paper and plastic litter. Children who did wrong argue that they made mistakes due to time limit which influenced them to put to the right litter.

Unfulfilled Promise: Palestinian Family Reunification and the Right of Return

2016 ◽  
Vol 45 (3) ◽  
pp. 24-39
Author(s):  
Nabila El-Ahmed ◽  
Nadia Abu-Zahra
Keyword(s):  
United Nations ◽  
Family Reunification ◽  
The State ◽  
Early Years ◽  
Successor State ◽  
Palestinian Refugees ◽  
Right Of Return ◽  
The Family ◽  
The Creation ◽  
The Right

This article argues that Israel substituted the Palestinian refugees' internationally recognized right of return with a family reunification program during its maneuvering over admission at the United Nations following the creation of the state in May 1948. Israel was granted UN membership in 1949 on the understanding that it would have to comply with legal international requirements to ensure the return of a substantial number of the 750,000 Palestinians dispossessed in the process of establishing the Zionist state, as well as citizenship there as a successor state. However, once the coveted UN membership had been obtained, and armistice agreements signed with neighboring countries, Israel parlayed this commitment into the much vaguer family reunification program, which it proceeded to apply with Kafkaesque absurdity over the next fifty years. As a result, Palestinians made refugees first in 1948, and later in 1967, continue to be deprived of their legally recognized right to return to their homes and their homeland, and the family reunification program remains the unfulfilled promise of the early years of Israeli statehood.

scholarly journals Draw-A-Science-Comic: Alternative prompts and the presence of danger

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jaakko Lamminpää ◽  
Veli-Matti Vesterinen
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Education ◽  
Age Groups ◽  
Early Years ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Children’S Conceptions ◽  
Two Age Groups

The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

scholarly journals The pitch of babies’ cries predicts their voice pitch at age 5

2018 ◽  
Vol 14 (7) ◽  
pp. 20180065 ◽  
Author(s):  
Florence Levrero ◽  
Nicolas Mathevon ◽  
Katarzyna Pisanski ◽  
Erik Gustafsson ◽  
David Reby
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Fundamental Frequency ◽  
Ring Finger ◽  
Small Sample ◽  
Voice Pitch ◽  
Same Sex ◽  
Before And After ◽  
Longitudinal Study Design ◽  
The Right

Voice pitch (fundamental frequency, F 0 ) is a key dimension of our voice that varies between sexes after puberty, and also among individuals of the same sex both before and after puberty. While a recent longitudinal study indicates that inter-individual differences in voice pitch remain stable in men during adulthood and may even be determined before puberty (Fouquet et al. 2016 R. Soc. open sci. 3 , 160395. ( doi:10.1098/rsos.160395 )), whether these differences emerge in infancy remains unknown. Here, using a longitudinal study design, we investigate the hypothesis that inter-individual differences in F 0 are already present in the cries of pre-verbal babies. While based on a small sample ( n = 15), our results indicate that the F 0 of babies' cries at 4 months of age may predict the F 0 of their speech utterances at 5 years of age, explaining 41% of the inter-individual variance in voice pitch at that age in our sample. We also found that the right-hand ratio of the length of their index to ring finger (2D : 4D digit ratio), which has been proposed to constitute an index of prenatal testosterone exposure, was positively correlated with F 0 at both 4 months and 5 years of age. These findings suggest that a substantial proportion of between-individual differences in voice pitch, which convey important biosocial information about speakers, may partly originate in utero and thus already be present soon after birth.

The Role of Unplugged Coding Activity in Developing Computational Thinking in Ages 6-11

2020 ◽  
pp. 184-199
Author(s):  
Gaia Lombardi
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Computational Thinking ◽  
Early Years ◽  
Primary School Teacher ◽  
Teaching Methodology ◽  
Italian Experience ◽  
The World ◽  
Technological Tools

Coding is a spreading teaching methodology that is involving more students and teachers all over the world. But how can the practice of coding affect the development of computational thinking strategies in early years? The author, a primary school teacher, will investigate the Italian experience, believing that it may constitute an excellent field of study on the matter thanks to the enormous enthusiasm with which coding was received by the teachers, capable of renewing their teaching practices, particularly in primary school. This is a movement born from below, from the spontaneous participation of teachers, and which, in many cases, has been substantiated in what can be defined as unplugged activities, without the use of electronic technological tools.

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