Children’s Interpretations of Good and Bad Television Characters

1996 ◽  
Vol 13 (2) ◽  
pp. 54-62
Author(s):  
David Goble ◽  
Ann Knowles
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Primary School ◽  
Television Drama ◽  
Primary School Students ◽  
School Students ◽  
Television Content ◽  
Television Characters ◽  
The Way

AbstractWhile there has been much concern over television’s influence on children, few studies have investigated the way young children and adults differ in their ability to distinguish the behaviour of “good” and “bad” television characters. The present study investigated the extent to which preschool children, primary school students, and adults differed in their interpretations of the actions of a stereotypically good and a stereotypically bad character. An edited television drama programme was examined for comprehension and for the extent to which children and adults differed in their belief that the characters in the programme were real. Preschool children were found to evaluate characters similarly to adults, although significant differences were evident in their comprehension of the programme and their judgement of the reality of the television content.

scholarly journals Obuchenie inostrannomu iazyku detei s OVZ s ispol'zovaniem IKT

2018 ◽  
Author(s):  
Anastasiia Andreevna Kondrateva
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Primary School ◽  
Children With Disabilities ◽  
Training Programs ◽  
Online Training ◽  
Primary School Students ◽  
School Students ◽  
Computer Technologies

This article deals with the issue of teaching a foreign language to children with disabilities using information computer technologies. The principles of creation of interactive programs and methods of their use are analyzed. Identified and justified the effectiveness of such programs for preschool children and primary school students. Based on the study of several popular online training programs, the degree of necessity and variability of their use for certain categories of children with disabilities are determined.

scholarly journals Happiness, Chance or Hard Work and Ambition? Primary School Students about the Determinants of Professional Success

2020 ◽  
Vol 43 (1) ◽  
pp. 167-181
Author(s):  
Joanna Kozielska
Keyword(s):  
Young People ◽  
Primary School ◽  
Transition Process ◽  
Career Counselling ◽  
Primary School Students ◽  
School Students ◽  
Career Plans ◽  
Entrepreneurial Behaviour ◽  
Professional Success ◽  
The Way

Summary The text presents chosen results from research over the choices, aspirations and educational and career plans of young people (including some aspect of the perception of success). The chosen modules of the survey conducted in 2020 in a medium-sized city (approx. 80,000 inhabitants) are presented. The research goals were as follows: to characterize aspirations and plans as well as educational and professional choices made by young people; to present their opinions on the category of ‘success’ (including professional success) with its determinants; to characterize factors on educational paths of young people which enable or disable them to achieve professional success (technical, vocational schools vs general secondary schools) and prestigious versus non-prestigious professions; and to characterize the process of career counselling (students evaluation of the process and their expectations toward it). Previous studies in this field have shown that, for example, personality traits are poor predictors of entrepreneurial behaviour, while beliefs and judgments about one’s self and the world may be a determinant of success. Therefore, it can be assumed that positive beliefs about the determinants of success, such as optimism, hope for success, will contribute to a more positive perception of the transition process from education to the labour market. Importantly, the way of perceiving the determinants of success determines the adoption of a passive versus active attitude in shaping one’s fate. Therefore, the author of the article is interested in the way, that primary school students perceive the life and professional success (the dimension which they use to identify success or withdrawn from this identification), as well as in the way they perceive the factors that determine it. Those students’ perceptions may determine their attitudes towards shape of their lives.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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