Examination of the relationship between the creativity and social skills of primary school children

2022 ◽  
pp. 1-10
Author(s):  
Ayşe Alptekin ◽  
Ayşegül Sarıkaya
Keyword(s):  
Social Skills ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
The Relationship

The Relationship Between Abuse within the Family and Social Skills of Turkish Senior Primary School Children

2012 ◽  
Vol 40 (4) ◽  
pp. 585-590
Author(s):  
Neslihan Durmuşoglu-Saltali
Keyword(s):  
Child Abuse ◽  
Social Skills ◽  
Primary School ◽  
Family Environment ◽  
School Children ◽  
Negative Relationship ◽  
Reliability And Validity ◽  
Primary School Children ◽  
The Family ◽  
The Relationship

I investigated instances of child abuse that second-stage primary school children experienced in the family environment and their social skills. The research sample consisted of 347 children aged between 12 and 14 who attended primary education 6th, 7th, and 8th grades in the province of Konya, Turkey. To collect the data I used the Matson Evaluation of Social Skills with Youngsters (MESSY) Scale, which was developed by Matson, Rotatory, and Hessel in 1983, adapted to Turkish and tested for reliability and validity by Bacanlı and Erdoğan (2003); and the Domestic Child Abuse Scale-B Form (Bekçi, 2006). I found that physical abuse, directing to crime and sexual abuse, neglect and emotional threat, educational abuse, lack of rules and lack of support had a positive relationship with negative social skills. There was a negative relationship between supporting development and negative social skills.

Children in three contexts: Family, education and social development

1996 ◽  
Vol 21 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Sotirios Sarantakos
Keyword(s):  
Social Development ◽  
Primary School ◽  
Family Environment ◽  
School Children ◽  
Married Couples ◽  
Primary School Children ◽  
Family Education ◽  
Heterosexual Couples ◽  
Cohabiting Couples ◽  
The Relationship

This paper explores the relationship between family environment and behaviour of primary school children living in three family contexts. It uses data from studies including children of married heterosexual couples, cohabiting heterosexual couples and homosexual couples, and examines the extent to which these children differ with regard to scholastic achievement and aspects of social development. It shows that in the majority of cases, the most successful are children of married couples, followed by children of cohabiting couples and finally by children of homosexual couples.

scholarly journals THE RELATIONSHIP BETWEEN DENTAL CARIES AND BODY MASS INDEX AMONG PRIMARY SCHOOL CHILDREN IN MAKKAH CITY

2017 ◽  
Vol 63 (2) ◽  
pp. 1099-1110
Author(s):  
Alamri Fahad ◽  
Alahmadi Abdulrahman ◽  
AlGhamdi Badr ◽  
Alghamdi Essam ◽  
Alqarni Anas ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Dental Caries ◽  
Primary School ◽  
Body Mass ◽  
School Children ◽  
Primary School Children ◽  
Makkah City ◽  
The Relationship

scholarly journals The Relationship between Emotional Quotient and the Acquisition of Basic Skill Among Primary School Children

2007 ◽  
Vol 12 (7) ◽  
pp. 49-56
Author(s):  
Rahil Mahyuddin ◽  
Maria Chong Abdullah ◽  
Samsilah Roslan ◽  
Habibah Elias ◽  
Tajularipin Sulaiman
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Basic Skill ◽  
Emotional Quotient ◽  
The Relationship

scholarly journals MODELLING AS A KNOWLEDGE GAINING TECHNIQUE FOR PRIMARY SCHOOL STUDENTS WHO LEARN SOLVING COMPLEX TASKS

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Aleksandra Makarova ◽  
Sergey Musiychuk ◽  
Ademir Damazio
Keyword(s):  
Primary School ◽  
School Children ◽  
Mathematics Teaching ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Complex Tasks ◽  
Ability To Act ◽  
The Relationship

Abstract.Using an example of composite tasks and the teaching techniquebehind them, the authors describe how primary school students learn to use modelling as part of their knowledge gaining process in education. The use of modelling during math classes is one of the pre-conditions for successful learning with primary school children as with the help of modelling children can better imagine what the task implies and better understand the relationship between different values, which enhances their awareness when deciding on what operation to apply, and so on.The article describes different models and submodels used by teachers for taskmodelling. It is noted that when learning how to solve composite tasks, children learn to reflect and acquire the ability to act inside their minds and analyze their thinking.Keywords: Knowledge gaining, mathematics teaching, modelling, compositetask.

The Relationship Between Approximate Number System and Mathematics Competency in Indonesian Primary School Children

2018 ◽  
Vol 24 (8) ◽  
pp. 6259-6264
Author(s):  
Kevin Wijaya ◽  
Fransiskus X Ivan ◽  
Adre Mayza
Keyword(s):  
Response Time ◽  
Primary School ◽  
School Children ◽  
Weber Fraction ◽  
Number System ◽  
Primary School Children ◽  
Methodological Aspect ◽  
Approximate Number System ◽  
And Mathematics ◽  
The Relationship

The purpose of this study is to investigate the relationship between Approximate Number System (ANS), a cognitive system which represents and estimates the cardinality of a set, and mathematics competency of primary school children. Many findings on ANS and its relations with mathematics competency showed inconsistency. This research is the first of its kind in Indonesia. 318 fourth and fifth-grade primary school students were instructed to perform non-symbolic (dots) comparison task to measure their Weber fraction (w), accuracy (percentage correct), and response time (ms) which are the measurement for ANS acuity. Mathematics competencies of the students were taken from school’s report card and the data were standardized for each school separately. Correlation and regression linear analysis were conducted to find the relationship between ANS acuity and mathematics’ competency. Analysis showed there was a weak but significant (p < 0.05) correlation between two measurements of ANS acuity, namely the Weber fraction and accuracy, with mathematics competency, but not response time (p > 0.05). Further analysis with linear regression showed there was no relationship between the two variables and mathematics score, which disproves this correlation. This study shows that there is no relationship between children’s ANS acuity and mathematics competency. Intrinsic factors such as children’s attention, engagement, and motivation, also methodological aspect needed further consideration. Future studies are needed to investigate the methodological aspect related to the measurement of ANS and mathematics’ competency as there is no ‘gold standard’ yet to measure ANS.

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