How Do Primary School Pupils Think? Syllogistic Reasoning in Primary School Children

Abstract Background A large number of primary school children have personal smartphones which enable them to communicate with lots of people and use social networks. However, social networking should not be accessible to primary school pupils due to existing age restrictions. Studies show that cell phones can be used to send offensive or sexual content to children or by them. This might have long-term effects on child's mental health and even provoke suicidal thoughts. While parents are able to control many aspects of children's life, we aimed to disclose parental attitudes towards use of mobile phones among children. Methods A total number of 619 parents of primary school children from middle-sized town of Lithuania participated in this study. Parents anonymously expressed their opinion to questions about personal cell phones usage among children. Distribution of participants was assessed according to social and demographic characteristics. Results Most of the respondents (79.8%) indicated that use of mobile phones might be harmful to children's health, 56.0% indicated that their children use social networks and every second child was registered by their parents (49.5%). Minority of the respondents (8.1%) thought that children (including children from other families) receive messages from strangers and communicate with them (2.1%). Similarly, very few of the respondents thought that children receive offensive (15.0%) or sexual (4.8%) content. Younger and lower educated parents registered their children to social networks more frequently (p-value less than 0.05). Lower educated parents more frequently indicated that offensive or sexual content can reach children via smartphones (p-value less than 0.05). Conclusions Majority of parents of primary school children thought that cell phones might be harmful to children's health but most of them did not pay attention to threats such as communication with strangers or transmission of sexual content. Key messages Only minority of parents of primary school children indicated communication with strangers or transmission of sexual content as threats induced by use of smartphones among children. Regardless that lower educated parents indicated awareness of content-related threats to children more frequently they registered their children to social networks more frequently as well.

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THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.4832 ◽

2020 ◽

Vol 3 ◽

pp. 618

Author(s):

Baiba Trinite

Keyword(s):

Primary School ◽

School Children ◽

School Environment ◽

Emotional State ◽

Primary School Children ◽

Education Programs ◽

Noise Sources ◽

Extensive Range ◽

Primary School Pupils ◽

The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children.

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Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2014100103 ◽

2014 ◽

Vol 4 (4) ◽

pp. 29-45 ◽

Cited By ~ 1

Author(s):

Viviane Lohe ◽

Daniela Elsner

Keyword(s):

Primary School ◽

School Children ◽

Theoretical Background ◽

Primary School Children ◽

Language Awareness ◽

Software Application ◽

Primary School Pupils

This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.

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Information Literacy: Learning to Use Sources of Information

IASL Annual Conference Proceedings ◽

10.29173/iasl8174 ◽

2021 ◽

pp. 243-248

Author(s):

Tami Tsouk ◽

Irene Sever

Keyword(s):

Information Retrieval ◽

Primary School ◽

Information Literacy ◽

School Children ◽

Fourth Graders ◽

Literacy Learning ◽

Primary School Children ◽

Sources Of Information ◽

University Library ◽

Primary School Pupils

Teaching primary school children sils of information retrieval is the beginning of a process of acquiring infomation literacy so necessary for an adequate mastery of present day information explosion. The program elaborated and applied in the Laboratory for Children's Librarianship of Haifa University Library aims at discovering what are the difficulties primary school pupils have in using bibliographic material and at creating means of coping with these difficulties. The subjects of the program are second to fourth graders from a variety of schools in Haifa area. The program is in its third year and has up to now encompassed over five hundred children.

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Road Use Behaviour of Urban Primary School Children in Ghana: Case Study of Ablekuma South Education Circuit of Metropolitan Accra

Ghana Journal of Science ◽

10.4314/gjs.v61i1.7 ◽

2020 ◽

Vol 61 (1) ◽

pp. 88-95

Author(s):

I. K. Yankson ◽

N. K. Nsiah-Achampong ◽

A. Yeboah-Sarpong

Keyword(s):

Observational Study ◽

Primary School ◽

School Children ◽

Road Safety ◽

Primary School Children ◽

Safety Education ◽

The Road ◽

Primary School Pupils ◽

Public Primary School

School children form majority of injured children on Ghanaian roads. The objective was to observe the road use behaviour of public primary school pupils in Ablekuma Education Circuit, Accra. This unobtrusive observational study targeted Primary one to six pupils. Five behaviours were studied: Walking while crossing road; Stopping at the kerb; Looking left-right-left before crossing; Keep looking left-right-left while crossing and Facing traffic while walking. 882 pupils on their way to or from school were observed from eight schools. A little over two in three children stopped at the kerb before crossing the road while almost three in four children looked for cars before stepping off the kerb. A little over three in four children walked while crossing and less than one in four children kept looking while crossing. Not looking for cars before crossing, not facing on-coming traffic and not keeping looking for cars while crossing, were more associated with boys than girls (p < 0.001; 95%CI in all cases). Girls behaved significantly more safely than boys. In stopping at the kerb, there was no difference in gender behaviour (p < 0.135; 95%CI). Child Road Safety Education in Schools and Communities is recommended.

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Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils

Psychological and Pedagogical Support of Talented Children: Problems, Directions, Approaches, Conditions ◽

10.31483/r-75191 ◽

2020 ◽

Author(s):

Karine Yurevna Breshkovskaya ◽

Anna Vladimirovna Morozova

Keyword(s):

Primary School ◽

School Children ◽

Personal Development ◽

Primary School Children ◽

Gifted Children ◽

Social Emotional ◽

Successful Development ◽

Scientific Analysis ◽

Primary School Pupils ◽

Psychological Features

A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.

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Risk Factors that contributes to Hookworm Infection among Primary School Pupils in Some Communities of Kaduna State, Nigeria

Nigerian Journal of Parasitology ◽

10.4314/njpar.v42i2.13 ◽

2021 ◽

Vol 42 (2) ◽

pp. 287-293

Author(s):

T.Z. Hosea ◽

J.B. Ameh ◽

M. Aminu ◽

S.A Ado ◽

D.D. Garba

Keyword(s):

Risk Factors ◽

Drinking Water ◽

Public Schools ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Hookworm Infection ◽

Chi Square ◽

Chi Square Analysis ◽

Primary School Pupils

The aim of this study was to determine the prevalence rate and possible risk factors associated with transmission of hookworm infection among primary school children in parts of Kaduna state, Nigeria. Nine hundred (900) faecal samples were collected and analyzed for hookworm infection using the direct wet mount and formol-ether concentration techniques. The data were subjected to chi-square analysis using the Statistical Package for Social Sciences (SPSS) version 20 and the significant level (0.05) determined at 95%confidence interval. The overall prevalence of the infection was 5.8%. The prevalence was higher among males 7.0% (32/457) and rainy season 7.1%. Also, the prevalence was highest among children aged 12-13 years 7.2%, whose parents were artisans 7.3%, children who used to defaecate in the bush and those who used well as source of water 5.6%. Statistical analysis showed significant association in the prevalence of hookworm infection with respect to gender (P = 0.03) and age group (P = 0.0013). However, there was no significant association between the prevalence of the infection and parent’s occupation (p=0.21), type of toilet used (p=0.20), children’s source of drinking water (P=0.16) and season (P=0.16). The present study has established that the transmission hookworm is on-going among the school children in the study area. There is need for sustained mass de-worming programme, health education, provision of portable drinking water and toilet facilities in public schools within the study area.

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RESEARCH INTO MOTION PERFORMANCE CHANGES OF PRIMARY SCHOOL CHILDREN OVER A PERIOD OF 20 YEARS

AD ALTA Journal of Interdisciplinary Research ◽

10.33543/1001115121 ◽

2020 ◽

Vol 10 (1) ◽

pp. 115-121

Author(s):

RUDOLF HORVÁTH ◽

PETER PETRIKÁN ◽

INGRID RUŽBARSKÁ

Keyword(s):

Primary School ◽

Statistical Methods ◽

School Children ◽

Primary Schools ◽

T Test ◽

Primary School Children ◽

Motion Performance ◽

Primary School Pupils

This research tested 950 primary school pupils in the age from 7 to 10 years. All of them attended primary schools in East Slovakia at the time of testing. We employed the Eurofit test and compared our results to those provided in Turek (1999). The Eurofit test was used for the sake of compatibility with Turek’s research. Based on the measured and computed data we identify the trend in motion performance and somatic parameters. The data collected in 2019 is evaluated by standard statistical methods. It is compared to Turek’s (1999) data by means of the parametric one sample t–test. The results indicate worse motion performance in primary school pupils compared to the 1999 measurements.

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Developing Language Awareness in Primary School Children With Multilingual Virtual Talking Books

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch009 ◽

2019 ◽

pp. 194-212

Author(s):

Viviane Lohe ◽

Daniela Elsner

Keyword(s):

Primary School ◽

School Children ◽

Theoretical Background ◽

Primary School Children ◽

Language Awareness ◽

Software Application ◽

Primary School Pupils

This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.

Download Full-text