Participation or pedagogy? Ambiguities and tensions surrounding the facilitation of children as researchers

Ambiguities and tensions can arise when children are facilitated to act as ‘primary researchers’ concerning whether this is primarily to support their ‘participation’ in knowledge production and, with the knowledge produced, in relevant decision-making processes or whether it is mainly for any educational benefits. This article considers these ambiguities and tensions theoretically and by using evidence from a study where English primary school children were supported to conduct their own research projects. It concludes that, while the boundaries between children’s research as participation and pedagogy can be ambiguous, it should not be promoted for its potential educational benefits alone.

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THE LEVEL OF CORTICAL DC POTENTIALS IN HYPERACTIVE PRIMARY SCHOOL CHILDREN WITH VARIOUS DECISION-MAKING STRATEGIES

Journal of Medical and Biological Research ◽

10.17238/issn2308-3174.2015.3.46 ◽

2015 ◽

pp. 46-54

Author(s):

Larisa Startseva ◽

◽

Artem Podoplekin

Keyword(s):

Decision Making ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Dc Potentials

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Collaborative Decision-Making in Argumentative Group Discussions Among Primary School Children

Argumentation Library - Argumentation and Language — Linguistic, Cognitive and Discursive Explorations ◽

10.1007/978-3-319-73972-4_12 ◽

2018 ◽

pp. 263-285 ◽

Cited By ~ 1

Author(s):

Vera Mundwiler ◽

Judith Kreuz

Keyword(s):

Decision Making ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Group Discussions ◽

Collaborative Decision Making ◽

Collaborative Decision

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Development of a Decision-Making Approach for Mass Deworming Campaigns on Intestinal Parasites among Primary School Children in Egypt

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2021.6291 ◽

2021 ◽

Vol 9 (E) ◽

pp. 1422-1433

Author(s):

Noha Salah Abdelsamie Hassan ◽

Ghada Nasr Radwan

Keyword(s):

Decision Making ◽

Primary School ◽

School Children ◽

Intestinal Parasites ◽

Primary School Children ◽

Parasitic Infections ◽

Childbearing Age ◽

Intestinal Parasitic Infections ◽

Populations At Risk ◽

Intestinal Worms

Intestinal parasitic infections are widespread and cause considerable morbidity. Although mortality from such infections is low, most intestinal parasitic infections interfere with nutrition, growth, development and cognitive progress of children, in addition to interference with productivity and quality of life of adults. Study Aim: Reduction of intestinal parasites prevalence among primary school children. Methods: this is a three-phased study; Desk review on current prevention and control methods including mass deworming in the light of global guidelines. Cross-sectional field study on 522 school children from 8 Governorates, and interviews with 168 members of the health team running the deworming campaign at these Governorates in 2017. Development of decision making approach to guide future consideration of mass deworming campaigns Results: National mass deworming campaigns were effective in reducing prevalence of intestinal worms among primary school children in Egypt, and provided a nationwide awareness on the issue. However, unless these campaigns are combined with sustainable measures of clean drinking water, sewage disposal in schools and households the success of these campaigns in reducing intestinal worms' prevalence will be transient. Conclusion and Recommendations: The national mass deworming campaigns ranged an alarm bell in the community about dangers of intestinal parasites. However, it's recommended to include other susceptible groups like preschool children, adolescent girls and women of childbearing age while focusing the deworming only on infected individuals. It's also recommended to convert the deworming campaigns into a program to ensure sustainability of resources and continuous monitoring and evaluation of intestinal parasitic burden among populations at risk. Key Words: Intestinal Parasites – Primary School Children – Mass Deworming Campaigns – Egypt

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Learning to wait and be altruistic: Testing a conversational training in economic education for primary school children

Europe’s Journal of Psychology ◽

10.5964/ejop.2453 ◽

2021 ◽

Vol 17 (4) ◽

pp. 306-318

Author(s):

Elisabetta Lombardi ◽

Annalisa Valle ◽

Teresa Rinaldi ◽

Davide Massaro ◽

Antonella Marchetti

Keyword(s):

Decision Making ◽

Primary School ◽

School Children ◽

Primary Schools ◽

Training Group ◽

Delay Of Gratification ◽

Economic Education ◽

Primary School Children ◽

Delayed Gratification ◽

Economic Decision Making

Individual economic competence is important but increasingly challenging to manage due to the growing complexity of the nature of economic decisions people must make and the substantial impacts of some of these decisions on their lives. Decision-making ability develops from childhood and is closely related to specific economic components and prosocial behaviour such as fairness, altruism, and delay of gratification. However, while there are financial-education programs for children and young people focusing on financial products, few studies have examined training for the psychological abilities underlying economic decision-making. To promote those psychological skills that contribute to a more socially effective decision-making, we designed and tested a conversational-based training program for primary school children using reflective thinking. A total of 110 (male = 47, female = 63) children aged 8 to 10 years (Mean age = 9.71 years) from two schools in Northern Italy participated in the study with 55 children in a training group and 55 in a control group. All participated in pre-tests measuring their socio-economic background and economics-related skills and abilities. The training group were told stories relaying values of fairness, altruism, and delayed gratification. Both groups participated in task-based post-tests relating to fairness, altruism, and delayed gratification. Results revealed that children in the training group showed significant improvement at the post-test in altruistic and investment behaviour, showing the training efficacy, suggesting that similar programs could be implemented in primary schools as foundational teaching of economics and fiscal responsibility.

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