scholarly journals Alienation from Nature and Its Impact on Primary and Pre-primary Education

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Kateřina Jančaříková ◽  
Roman Kroufek ◽  
Martin Modrý ◽  
Karel Vojíř
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Web Of Science ◽  
Review Paper ◽  
Good Practice ◽  
Alienation From Nature ◽  
School Pedagogy ◽  
Teachers And Parents ◽  
Primary School Pupils

The alienation from nature has a major impact on the education of primary school pupils and pre-school children. In the review paper we focus on research into this phenomena. We chose 79 articles on Web of Science, 39 on Scopus, and two in the Czech database RIV. From this a total number of 21 articles were selected, analysed and presented to the readers in this article. It turned out that alienation from nature is a fuzzy concept. Many experts rely on it. But it is not precisely defined in the literature. Two main topics appeared in the articles that were considered: connectedness and relation to nature and fear of animals and disgust aroused by them. The main findings are: a) teachers and parents are already alienated, b) examples of good practice show ways of bringing nature closer to children, c) children’s attitudes to nature are changing; they are more afraid of animals and disgusted by them, d) a certain degree of fear and disgust is useful, e) differences between the sexes appear only at an older age. This phenomenon needs to be studied further. Keywords: pre-school pedagogy, primary school pedagogy, alienation from nature, generation alpha

scholarly journals Personal cell phones among children: attitudes of parents of primary school pupils

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Austys ◽  
A Sprudzanaitė ◽  
R Arlauskas ◽  
R Stukas
Keyword(s):  
Social Networks ◽  
Primary School ◽  
Mobile Phones ◽  
School Children ◽  
Cell Phones ◽  
Children's Health ◽  
Primary School Children ◽  
P Value ◽  
Sexual Content ◽  
Primary School Pupils

Abstract Background A large number of primary school children have personal smartphones which enable them to communicate with lots of people and use social networks. However, social networking should not be accessible to primary school pupils due to existing age restrictions. Studies show that cell phones can be used to send offensive or sexual content to children or by them. This might have long-term effects on child's mental health and even provoke suicidal thoughts. While parents are able to control many aspects of children's life, we aimed to disclose parental attitudes towards use of mobile phones among children. Methods A total number of 619 parents of primary school children from middle-sized town of Lithuania participated in this study. Parents anonymously expressed their opinion to questions about personal cell phones usage among children. Distribution of participants was assessed according to social and demographic characteristics. Results Most of the respondents (79.8%) indicated that use of mobile phones might be harmful to children's health, 56.0% indicated that their children use social networks and every second child was registered by their parents (49.5%). Minority of the respondents (8.1%) thought that children (including children from other families) receive messages from strangers and communicate with them (2.1%). Similarly, very few of the respondents thought that children receive offensive (15.0%) or sexual (4.8%) content. Younger and lower educated parents registered their children to social networks more frequently (p-value less than 0.05). Lower educated parents more frequently indicated that offensive or sexual content can reach children via smartphones (p-value less than 0.05). Conclusions Majority of parents of primary school children thought that cell phones might be harmful to children's health but most of them did not pay attention to threats such as communication with strangers or transmission of sexual content. Key messages Only minority of parents of primary school children indicated communication with strangers or transmission of sexual content as threats induced by use of smartphones among children. Regardless that lower educated parents indicated awareness of content-related threats to children more frequently they registered their children to social networks more frequently as well.

scholarly journals THE USE OF LEGO TECHNOLOGIES IN MATHEMATICS LESSONS IN PRIMARY SCHOOL: A THEORETICAL APPROACH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Lіudmyla Romanenko ◽  
◽  
Natalia Volovenko ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Approaches To Learning ◽  
Later Life ◽  
State Standards ◽  
Primary School Children ◽  
Technology In Teaching ◽  
Comprehensive Development ◽  
New Ideas

The first step in the reform of education in Ukraine at the current stage was the "New Ukrainian School". It is a platform for reforming secondary education, which begins with primary school. The decisive changes in this reform are the need for new approaches to learning, with the help of which competencies will be formed in younger school children through modeling and research actions, and not through theoretical material. It is the integration of knowledge, skills and abilities, as well as methods of thinking, values and other individual qualities, which enables children to achieve success in regular training activities and in their future. State standards for primary education orient teachers towards humanizing the education process and creating conditions for viewing the content of primary education, forms, methods, teaching technologies in order to activate the educational and cognitive activities of applicants for primary education and increase their motivation, contributes to the development of key and subject competencies. The article clarifies the concept of "LEGO-constructor", "LEGO-elements", LEGO-technology and considers the main provisions concerning the application of LEGO-technology in teaching of primary school children. Scientific approaches to the use of LEGO technology in primary education are characterized; the general characteristics of the concept of LEGO technology as a variant of educational technologies, the influence of LEGO technology on the development of younger school children, advantages and directions of application are analyzed. The use of LEGO-technology in mathematics lessons contributes to the comprehensive development of primary school children, the formation of a holistic picture of the world, the development of constructive skills, ideas about spatial relationships, geometric shapes, numbers, arithmetic operations, symmetry and so on. Working with LEGO educational constructors potentiate the younger student to learn many important ideas in the form of a cognitive game and develops the skills of a socially active, creative personality necessary in later life, independently generates new ideas and makes non-standard decisions. The use of LEGO technology in mathematics lessons in primary school is an efficient tool for the formation of key and subject competencies.

scholarly journals THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 3 ◽  
pp. 618
Author(s):  
Baiba Trinite
Keyword(s):  
Primary School ◽  
School Children ◽  
School Environment ◽  
Emotional State ◽  
Primary School Children ◽  
Education Programs ◽  
Noise Sources ◽  
Extensive Range ◽  
Primary School Pupils ◽  
The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children. 

Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books

2014 ◽  
Vol 4 (4) ◽  
pp. 29-45 ◽  
Author(s):  
Viviane Lohe ◽  
Daniela Elsner
Keyword(s):  
Primary School ◽  
School Children ◽  
Theoretical Background ◽  
Primary School Children ◽  
Language Awareness ◽  
Software Application ◽  
Primary School Pupils

This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.

scholarly journals Changing minds at the earliest opportunity

2004 ◽  
Vol 28 (6) ◽  
pp. 213-215 ◽  
Author(s):  
Nisha Shah
Keyword(s):  
Mental Illness ◽  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Primary School Children ◽  
Teaching Staff ◽  
Older Children ◽  
Negative Attitudes ◽  
Mixed Responses ◽  
Lack Of Knowledge

Stigmatising attitudes towards mental illness are reinforced by lack of knowledge, and it would seem logical to tackle this from the earliest possible age. A series of talks about mental illness to primary school children were enthusiastically received by the pupils, and revealed that negative attitudes were already present among the older children. The mixed responses of teaching staff supported the idea that increasing awareness of mental illness may have a place in primary education.

EVALUATION OF THE EDUCATION-RELATED ACHIEVEMENTS OF PRIMARY SCHOOL PUPILS – BETWEEN SUPPORTING AND EXCLUSION

2019 ◽  
Vol 20 ◽  
pp. 219-231
Author(s):  
Michał Kowalewski
Keyword(s):  
Primary School ◽  
Social Exclusion ◽  
Primary Education ◽  
School Community ◽  
The Other ◽  
School Practice ◽  
Potential Source ◽  
Other Hand ◽  
The One ◽  
Primary School Pupils

It is expected that today’s school shall, on the one hand – to the greatest extent possible, support a pupil in his or her development and education-related activities, on the other hand – prevent exclusion, so easy to occur in today’s, structurally diversified society. The factor which poses a potential source of social exclusion is the evaluation of education-related achievements of pupils, present in the education-related school practice in the form of a grade. The system of evaluating the education-related achievements, in view of the diversity of results, often introduce stereotypical divisions into “better” and “worse” pupils, resulting in school setbacks, implicating negatively perceived competition as well as distorting the relations within the school community. In view of the aforementioned circumstances, the considerations over the evaluation of education-related achievements seem to be well-founded, particularly in the context of primary education of pupils.

scholarly journals CONTINUITY IN SPEECH DEVELOPMENT CHILDREN OF PRESCHOOL AND YOUNG SCHOOL AGE

InterConf ◽  
2021 ◽  
pp. 126-131
Author(s):  
Lutfiya Imatova ◽  
Rohila Nurahmadzoda
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Continuous Process ◽  
Speech Development ◽  
Primary School Children ◽  
School Age ◽  
New Approach ◽  
One Stage

Innovations in preschool and primary education require a new approach and define the essence of the continuous process of transition from one stage to another. The author explores a new approach to the implementation of the principle of continuity and offers theoretical and practical foundations for its implementation in the speech development of preschool and primary school children.

scholarly journals The prevalence of sickness absence among primary school pupils – reason to be worried?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Esther Karen Pijl ◽  
Yvonne Theodora Maria Vanneste ◽  
Angelique Eveline de Rijk ◽  
Frans Joseph Maria Feron ◽  
Jolanda Mathijssen
Keyword(s):  
Primary School ◽  
Sickness Absence ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Achievement ◽  
Research Policy ◽  
Public Health Research ◽  
Special Schools ◽  
School Absence ◽  
Primary School Pupils

Abstract Background Absence from school can lead to lower educational achievement and poor health. Little is known about school absence in primary education. This study’s first aim was to examine the prevalence of school absence in primary schools and differing types of absence, including sickness absence. The second aim was to determine which pupil characteristics and types of absence were associated with extensive sickness absence. Methods The school absence registries for the school year 2015–2016 were analysed retrospectively in eight mainstream primary schools with 2216 pupils, and six schools for special primary education with 1000 pupils in the West-Brabant region of the Netherlands. Descriptive analyses, χ2-tests, Mann-Whitney U tests and logistic regression analyses were performed. Results The one-year prevalence of school absence was 85% in mainstream primary schools and 79% in special schools. Sickness absence was the most prevalent type of absence, occurring in 75 and 71% of pupils, respectively The prevalence of extensive sickness absence was 13 and 23%, respectively. In mainstream schools, extensive sickness absence was associated with a young age, low parental educational level, more doctor’s visits and unauthorised absence, and in special schools with more doctor’s visits, other authorised absence, tardiness and unauthorised absence. Conclusions The prevalence of extensive sickness absence was high, and as this was associated with other types of absence, these pupils missed even more days of school. Public health research, policy and practice should address sickness absence among primary school pupils, to prevent adverse effects on children’s development.

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