School-Age Children's Self-Assessment of Oral Narrative Production

2004 ◽  
Vol 26 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Joan N. Kaderavek ◽  
Ronald B. Gillam ◽  
Teresa A. Ukrainetz ◽  
Laura M. Justice ◽  
Sarita N. Eisenberg
Keyword(s):  
Oral Narrative ◽  
School Age ◽  
Self Assessment ◽  
Narrative Production

scholarly journals Artistic activities and creativity in argentinian school-age children

2012 ◽  
Vol 5 (2) ◽  
pp. 40-48 ◽  
Author(s):  
Gabriela Krumm ◽  
Viviana Lemos
Keyword(s):  
Creative Thinking ◽  
Peer Assessment ◽  
School Age Children ◽  
School Age ◽  
Self Assessment ◽  
Personality Scale ◽  
Parental Assessment ◽  
Creative Personality ◽  
The Creation

This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).

scholarly journals The development of self-esteem in primary school age

2018 ◽  
Author(s):  
Daria Dmitrievna Podviaznikova ◽  
Tatiana Aleksandrovna Kurako
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Self Esteem ◽  
Primary School Teacher ◽  
School Age ◽  
Self Assessment ◽  
Approach To Learning ◽  
Primary School Age

This article discusses the development of self-esteem in primary school age, its changes and factors of self-esteem in students from the first to fourth grades. The article gives the concept of self-esteem. The authors note that the primary school teacher should take into account the psychological, individual and differentiated approach to learning. Self-assessment of a junior schoolchild is an unstable phenomenon and becomes differentiated. This is manifested in the emergence of the emotional orientation of the general self-esteem and the child's ability to self-assess.

Effects of the Age, Sex, and Maternal Education of Monolingual Spanish-Speaking Preschool Children on Oral Narrative Production

2021 ◽  
Vol 64 (2) ◽  
pp. 579-592
Author(s):  
Manuel Mendoza ◽  
Beatriz Beltran-Navarro ◽  
Esmeralda Matute ◽  
Monica Rosselli
Keyword(s):  
Effect Size ◽  
Maternal Education ◽  
Age Groups ◽  
Medium Effect ◽  
Oral Narrative ◽  
Cross Sectional ◽  
Spanish Speaking ◽  
Small Effect Size ◽  
Narrative Production ◽  
Mean Length Of Utterance

Purpose The aim of the present cross-sectional study was to determine the effects of age, sex, and maternal education of monolingual Spanish-speaking preschoolers on both macrostructural (oral narrative quality) and microstructural measures (number of different words, communication units, mean length of utterance in both words and morphemes, and number of conjunctions) of their oral narrative production. Method A total of 277 monolingual Spanish-speaking Mexican children aged 2;06–5;11 (years;months) and divided into four age groups (ages 2, 3, 4, and 5 years) were asked to retell a fictional story from the oral narrative ability task of the Evaluación Neuropsicológica Infantil–Preescolar . Results Appropriate internal consistency and interrater reliability were demonstrated. Pearson correlations between macro- and microstructural measures showed a positive association. A multivariate analysis of variance revealed a main effect for age, but not for sex, maternal education, or between-variables interactions. Partial eta-squared showed that age had a medium effect size on oral narrative quality and the number of different words and conjunctions, with a small effect size on communication units and mean length of utterance in words and morphemes. Hierarchical multiple regression analyses indicated that age explained the largest percentage of variance across the oral narrative measures. Conclusions The measures found to be most sensitive to the effect of age (number of different words, oral narrative quality, communication units, conjunctions) are also those most easily assessed by clinicians with limited training in linguistics. Results obtained for the number of different words and communication units were similar to those reported previously for English-speaking children.

scholarly journals SELF-ASSESSMENT OF CHILDREN WITH MENTAL RETARDATION OF PRIMARY SCHOOL AGE

2021 ◽  
Author(s):  
А.В. Косолапова
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Self Esteem ◽  
The Self ◽  
School Age ◽  
Main Attention ◽  
Self Assessment ◽  
Definition Of ◽  
Primary School Age

Автор статьи рассматривает подходы к определению термина «самооценка», анализирует её значение для формирования личности ребёнка в младшем школьном возрасте. Основное внимание направлено на рассмотрение особенностей самооценки младших школьников с ЗПР и способы её формирования. У школьников с задержанным психическим развитием (ЗПР) процесс формирования самооценки протекает более остро, и имеет специфические закономерности развития, обусловленные дизонтогенезом. The author of the article considers approaches to the definition of the term “self-esteem", analyzes its significance for the formation of a child's personality in primary school age. The main attention is directed to the consideration of the features of the self-assessment of younger schoolchildren with ZPR and the ways of its formation. In schoolchildren with mental retardation, the process of forming self-esteem is more acute and has specific patterns of development due to dysontogenesis

scholarly journals Development of a Measure of State Infrastructure for School Nursing Services Delivery

2019 ◽  
Author(s):  
Wendy Doremus
Keyword(s):  
Health Services ◽  
School Health ◽  
State Level ◽  
School Nursing ◽  
School Age ◽  
School Health Services ◽  
Self Assessment ◽  
Services Delivery ◽  
Nursing Services ◽  
Quality School

Healthcare systems are increasingly accountable for safety and quality. States have a key role in protecting and promoting the health of their youth, setting regulations and standards for school health services structures and processes. Yet, the lack of an instrument for state-level self-assessment of equity and quality infrastructure supports hinders progress toward improving in school health services delivery. This macro health system project, conducted in three phases, developed a valid and reliable instrument for state-level self-assessment of infrastructure necessary for supporting quality school nursing services. The phases were identification of state-level structures and processes domains and indicators; a content expert survey evaluating the validity of the measure; and a pilot test of the measure with Rhode Island state-level school health leaders. The resulting State-level School Health Infrastructure Measure, comprised of seven domains and related indicators assesses for the presence of evidence-based school nursing practice standards and resources; school nursing workforce professional competency standards and professional development; school nursing delivery of school-age population healthcare; equity in student access to professional school nursing services; cross-sector state leadership, governance, collaboration, linkages, and networks among health and youth service entities; school health information technology and data integration; and stable funding for school nursing services. The instrument appears to be feasible, cost effective, valid, and reliable for assisting states to identify and build quality school nursing services delivery capacity to improve the health of school-age youth.

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