scholarly journals Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 2018
Author(s):  
Laura Martínez García ◽  
Pablo Alonso-Coello ◽  
Laia Asso Ministral ◽  
Clara Ballesté-Delpierre ◽  
Carlos Canelo Aybar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Ad Hoc ◽  
Primary School Children ◽  
Initial Assessment ◽  
Structured Interviews ◽  
School Students ◽  
School Year ◽  
Study Results ◽  
Health Choices

Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students’ and teachers’ experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4th and 5th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) a workshop with the teachers, and 2) lessons to the students. The data collection will include: 1) initial assessment of the resources by the teachers, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers, 5) treatment claim assessment by the students, and 6) final assessment of the resources by the teachers. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. We will publish the study results in a peer-reviewed journal and in several Internet resources (web pages, electronic bulletins, and social media), and we will present them to the different users of interest in conferences, workshops, and meetings. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).

scholarly journals Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 2018
Author(s):  
Laura Martínez García ◽  
Pablo Alonso-Coello ◽  
Laia Asso Ministral ◽  
Clara Ballesté-Delpierre ◽  
Carlos Canelo Aybar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Ad Hoc ◽  
Randomised Trial ◽  
Primary School Children ◽  
Cluster Randomised Trial ◽  
Structured Interviews ◽  
School Students ◽  
School Year ◽  
Health Choices

Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students’ and teachers’ experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) a workshop with the teachers, and 2) lessons to the students. The data collection will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).

scholarly journals Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 2018
Author(s):  
Laura Martínez García ◽  
Pablo Alonso-Coello ◽  
Laia Asso Ministral ◽  
Clara Ballesté-Delpierre ◽  
Carlos Canelo Aybar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Ad Hoc ◽  
Randomised Trial ◽  
Primary School Children ◽  
Cluster Randomised Trial ◽  
Structured Interviews ◽  
School Students ◽  
School Year ◽  
Health Choices

Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students’ and teachers’ experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).

scholarly journals PSYCHOPHYSIOLOGICAL STUDY OF PRIMARY SCHOOL STUDENTS DEPENDING ON GENDER IN THE DYNAMICS OF THE SCHOOL YEAR AND THE ACTIONS OF PARENTS TO MAINTAIN AND STRENGTHEN THE HEALTH

2021 ◽  
Vol 74 (5) ◽  
pp. 1086-1092
Author(s):  
Heorhiі M. Danylenko ◽  
Leonid V. Podrigalo ◽  
Olena H. Avdiievska ◽  
Iryna V. Redka ◽  
Oksana Ya. Mykhalchuk
Keyword(s):  
Primary School ◽  
Preventive Measures ◽  
Mental Capacity ◽  
Primary School Children ◽  
Primary School Students ◽  
Mental Performance ◽  
School Students ◽  
School Year ◽  
Significant Difference ◽  
School Week

The aim: Study of psychophysiological features of children depending on gender in the dynamics of the school year and the action of parents on preventive measures among primary school children Materials and methods: The study of biological adaptation of primary school students was conducted in two stages among second-graders (children 7-8 years) in the dynamics of the week and year. A total of 46 children (24 girls and 22 boys). The psychophysiological part of the study included electroencephalography (EEG) recording to assess the individual characteristics of the nervous system and determine mental performance. The next step was to determine mental performance, which is one of the important criteria for the health of schoolchildren, which characterizes the relationship between the functional state of the child’s body and learning load. The analysis of mental capacity was conducted at school with the permission of parents during the first school week and the last school week. Results: Based on the recorded EEG, the average values of the peak frequencies in each lead in the five ranges were calculated. When comparing the average values of indicators recorded in the modes of quiet wakefulness and mental load (mental account) at the beginning of the year, using a nonparametric criterion of signs revealed significant (p <0,05) differences between peak frequencies in the ranges β1 and β2 . The average peak frequency in the β1 range at rest (14.3 ± 0.5 Hz) is higher than during mental stress (13.8 ± 0.4 Hz). autonomy of regulation (p <0.01) in girls at the end of the school year is characterized by higher values. Analysis of data on the mental capacity of first-graders showed that the dynamics of the week among boys the number of traced signs increased from (120.5 ± 2.6) to (122.3 ± 4.8) signs, (p> 0.05) by the end of the week , and had the largest number of signs on Wednesday (127.4 ± 4.2) but had no significant difference Conclusions: Preventive measures such as sleep and rest, walks in the fresh air aimed at promoting health can be the same for both girls and boys, but more attention and control over the implementation of these measures should be paid to boys.

scholarly journals Children, Food and Poverty: Food Insecurity Among Primary School Students in the Wellington Region

2021 ◽  
Author(s):  
◽  
Sarah Gerritsen
Keyword(s):  
Food Insecurity ◽  
Primary School ◽  
Ad Hoc ◽  
Primary School Children ◽  
School Students ◽  
Number Of Children ◽  
Critical Realist ◽  
Primary School Principals ◽  
School Day ◽  
Outcomes For Children

<p>This research utilises a questionnaire, completed by 115 primary school principals in the Wellington region, to explore the link between poverty and food insecurity among children. Principals recorded the number of children estimated to be regularly hungry at school for the month of May 2004, and the number of children who regularly came to school without having eaten breakfast and who regularly had no lunch during that month. Principals also provided information on how their school responds to hungry children and gave their opinions on whether schools were responsible for solving food insecurity issues among children. Principals' responses were analysed within a critical realist sociological perspective. This research confirms that a small but significant number of primary school children in the Wellington region experience serious food insecurity, and that food insecurity is strongly correlated with poverty. Two-thirds of children estimated to be regularly hungry are from schools in low socio-economic areas (Decile 1 to 4 schools), and nearly three quarters of children that regularly do not have lunch come from these schools. Ten percent of children in Decile 1 and 2 schools were estimated by their principal to be regularly hungry throughout the school day during May 2004. The responses of schools to hungry children were in most instances inadequate and often ad-hoc, showing little consideration of the outcomes for children. However, the small number of schools in the Wellington region who have developed detailed policy and procedures to respond to hungry children appear to be successful in limiting stigmatisation of children and their families. This thesis argues that responses to food insecure children must consider the causes of food insecurity, and in order to prevent stigmatisation, should be founded on the principle of social justice rather than charity.</p>

scholarly journals Children, Food and Poverty: Food Insecurity Among Primary School Students in the Wellington Region

2021 ◽  
Author(s):  
◽  
Sarah Gerritsen
Keyword(s):  
Food Insecurity ◽  
Primary School ◽  
Ad Hoc ◽  
Primary School Children ◽  
School Students ◽  
Number Of Children ◽  
Critical Realist ◽  
Primary School Principals ◽  
School Day ◽  
Outcomes For Children

<p>This research utilises a questionnaire, completed by 115 primary school principals in the Wellington region, to explore the link between poverty and food insecurity among children. Principals recorded the number of children estimated to be regularly hungry at school for the month of May 2004, and the number of children who regularly came to school without having eaten breakfast and who regularly had no lunch during that month. Principals also provided information on how their school responds to hungry children and gave their opinions on whether schools were responsible for solving food insecurity issues among children. Principals' responses were analysed within a critical realist sociological perspective. This research confirms that a small but significant number of primary school children in the Wellington region experience serious food insecurity, and that food insecurity is strongly correlated with poverty. Two-thirds of children estimated to be regularly hungry are from schools in low socio-economic areas (Decile 1 to 4 schools), and nearly three quarters of children that regularly do not have lunch come from these schools. Ten percent of children in Decile 1 and 2 schools were estimated by their principal to be regularly hungry throughout the school day during May 2004. The responses of schools to hungry children were in most instances inadequate and often ad-hoc, showing little consideration of the outcomes for children. However, the small number of schools in the Wellington region who have developed detailed policy and procedures to respond to hungry children appear to be successful in limiting stigmatisation of children and their families. This thesis argues that responses to food insecure children must consider the causes of food insecurity, and in order to prevent stigmatisation, should be founded on the principle of social justice rather than charity.</p>

scholarly journals Association between breakfast-eating habit and attention-concentration in primary school children: a cross-sectional study in Badung District

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ni Made Ari Sukmandari ◽  
Ni Wayan Septarini ◽  
Gede Ngurah Indraguna Pinatih
Keyword(s):  
Primary School ◽  
School Children ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Sectional Study ◽  
Eating Habit ◽  
Primary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Breakfast Eating

AbstractBackground and purpose: One of the main benefits of breakfast-eating habit for schoolchildren is to maintain the attention-concentration. The current trend shows a steady decline in the breakfast-eating habit among primary school children. This present study aims to examine the association between breakfast-eating habit and attention-concentration in primary school children.  Methods: A cross-sectional study was conducted involving 160 primary school students year 5 and 6. Samples were selected from six public primary schools within two villages. There were a total of 16 classes of year 5 and 6 in these six schools, and five classes were selected randomly. All students from the selected classes included in the study. Attention-concentration was measured using a digit symbol test, and breakfast-eating habit and total calories intake were measured using the recall 24 hours and a standardised questionnaire. Multivariate analysis with logistic regression was employed to examine the association between breakfast-eating habit and attention-concentration.Results: The majority of students were found to have good concentration (60.63%), with breakfast-eating habit (75.00%), and consumed sufficient amount of calories (53.13%). Our multivariate analysis found a significant association between breakfast-eating habit and attention-concentration among schoolchildren (AOR=14.0; 95%CI: 4,9–67,8).Conclusions: Students with breakfast-eating habit tend to have a good attention-concentration. The total calories intake during breakfast is not associated with attention-concentration among primary school students in Badung District.  

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

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