Are the abilities and social-emotional competencies of Polish six-year-olds sufficient to start systematic learning in the first year of primary school?

2019 ◽  
pp. 1-14
Author(s):  
Aleksandra Kruszewska ◽  
Anna Kocot
Keyword(s):  
Primary School ◽  
First Year ◽  
Social Emotional ◽  
Emotional Competencies

SOCIAL AND EMOTIONAL COMPETENCIES OF FUTURE PUPILS OF THE 1ST YEAR OF PRIMARY SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 574-584
Author(s):  
Aleksandra Kruszewska
Keyword(s):  
Primary School ◽  
Social Intelligence ◽  
Emotional State ◽  
Compulsory Education ◽  
School Education ◽  
First Year ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Emotional Aspects ◽  
Further Development

Despite many works concerning school maturity in Poland, there are only few that focus only on emotional aspects of social behaviours of children who are to start school education. Interest in this issue started increasing when educational authorities announced lowering the age of compulsory education. Majority of available studies concerns evaluation and abilities of children referring to their cognitive possibilities. Although they are very important for the children’s further development, the reasons for success are rather related to emotional and social intelligence. This article presents the research results concerning socio‑emotional competenciesof future pupils of the first year of primary school. Pedagogical observation comprises children from two years remaining at preschool before starting school education. The goal of the study was to present social and emotional state of the 6- and 7-year-old children after cancellation of, so called, “six-year-olds law”.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

Do primary school libraries affect teenagers’ attitudes towards leisure reading?

IFLA Journal ◽  
2021 ◽  
pp. 034003522098335
Author(s):  
Pamela McKirdy
Keyword(s):  
High School ◽  
Primary School ◽  
Family Background ◽  
School Libraries ◽  
First Year ◽  
Noisy Environments ◽  
Primary School Students ◽  
School Students ◽  
Leisure Reading ◽  
Reading For Pleasure

This study explores how New Zealand primary school students’ experiences of school libraries affected their attitudes towards reading for pleasure once they entered secondary school. Two hundred and seventy-six students in their first year at high school completed a survey asking about their primary school libraries. The students were asked to self-identify as keen readers, occasional readers or non-readers. The results were analysed in a spreadsheet, considering variables such as attitude to reading, former school and family background. The students were mainly positive about their libraries, but were bothered by cramped and noisy environments and books they perceived as babyish. Students from schools with a librarian were more positive about reading for fun than those from schools where the library was not prioritised. Students from a family background where reading was encouraged were more likely to maintain a positive attitude to reading by the time they reached high school.

scholarly journals An exploratory study of the ways in which mothers keep their infants occupied

Curationis ◽  
1992 ◽  
Vol 15 (1) ◽  
Author(s):  
A. Botha ◽  
G. Cleaver
Keyword(s):  
Intellectual Development ◽  
First Year ◽  
Development Research ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Infant Research ◽  
Child Relationship ◽  
The Social ◽  
Mother And Child ◽  
Mother Child Relationship

The mother child relationship can help or hinder the social, emotional and intellectual development of the infant. Research has shown that the interaction between mother and child can affect the child’s cognitive development. Research has shown that mothers from the lower socio-economic groups do not stimulate their babies optimally and that this may affect the children negatively. In this study 86 underprivileged mothers from two different cultural backgrounds were asked to describe the ways in which they kept their infants occupied during the first year of their infants’ lives. The differences between the two groups are discussed and recommendations are made.

scholarly journals A Cost Analysis of School-Based Lifestyle Interventions

2018 ◽  
Vol 19 (6) ◽  
pp. 716-727 ◽  
Author(s):  
Marije Oosterhoff ◽  
Hans Bosma ◽  
Onno C.P. van Schayck ◽  
Manuela A. Joore
Keyword(s):  
Physical Activity ◽  
Steady State ◽  
Primary School ◽  
Relative Effectiveness ◽  
First Year ◽  
Lifestyle Interventions ◽  
Stakeholder Perspectives ◽  
School Based ◽  
The Cost ◽  
Cost Offsets

Abstract A uniform approach for costing school-based lifestyle interventions is currently lacking. The objective of this study was to develop a template for costing primary school-based lifestyle interventions and apply this to the costing of the “Healthy Primary School of the Future” (HPSF) and the “Physical Activity School” (PAS), which aim to improve physical activity and dietary behaviors. Cost-effectiveness studies were reviewed to identify the cost items. Societal costs were reflected by summing up the education, household and leisure, labor and social security, and health perspectives. Cost inputs for HPSF and PAS were obtained for the first year after implementation. In a scenario analysis, the costs were explored for a hypothetical steady state. From a societal perspective, the per child costs were €2.7/$3.3 (HPSF) and €− 0.3/$− 0.4 (PAS) per day during the first year after implementation, and €1.0/$1.2 and €− 1.3/$− 1.6 in a steady state, respectively (2016 prices). The highest costs were incurred by the education perspective (first year: €8.7/$10.6 (HPSF) and €4.0/$4.9 (PAS); steady state: €6.1/$7.4 (HPSF) and €2.1/$2.6 (PAS)), whereas most of the cost offsets were received by the household and leisure perspective (first year: €− 6.0/$− 7.3 (HPSF) and €− 4.4/$− 5.4 (PAS); steady state: €− 5.0/$− 6.1 (HPSF) and €− 3.4/$− 4.1 (PAS)). The template proved helpful for costing HPSF and PAS from various stakeholder perspectives. The costs for the education sector were fully (PAS) and almost fully (HPSF) compensated by the savings within the household sector. Whether the additional costs of HPSF over PAS represent value for money will depend on their relative effectiveness.

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