scholarly journals Goal as a Form of Representing the Conceptual Approaches to the Process of Teaching Native Language to Primary School Pupils in the Mountain Areas

2014 ◽  
Vol 1 (2-3) ◽  
pp. 123-127
Author(s):  
Tetiana Kotyk
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Native Language ◽  
Language Teaching ◽  
Mountain Areas ◽  
Historical Legacy ◽  
Primary School Pupils

The essence of the goal of language teaching, historical legacy of Pedagogy in the field ofestablishing the content of primary education and conceptual grounds for defining the goal andcontent of language teaching for primary school pupils with the emphasis on the Carpathianslocation have been developed.

PSYCHO- LINGUODIDACTIC PROBLEMS OF TEACHING LITERARY UKRAINIAN TO PRIMARY GRADE STUDENTS IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 38-43
Author(s):  
M. Lavrenova
Keyword(s):  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grade ◽  
Literary Language ◽  
Early School ◽  
Primary School Pupils ◽  
Primary Pupils ◽  
Primary Grade Students

The article is devoted to the problem of formation orthoepic Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the early school. Psycholinguistic bases of forming cultural speech of primary pupils are analysed. The effectiveness of pedagogical conditions of formation primary pupils’ speech culture in the native language lessons was theoretically proved.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

scholarly journals Developing Communicative Competence of Future Teachers on the Basis of Ethnic and Cultural Values Intrinsic to Highlanders of the Ukrainian Carpathians

2014 ◽  
Vol 1 (2-3) ◽  
pp. 240-244
Author(s):  
Maria Stakhiv
Keyword(s):  
Teacher Training ◽  
Cultural Values ◽  
Primary Schools ◽  
Communicative Competence ◽  
Native Language ◽  
Language Teaching ◽  
Training System ◽  
Future Teachers ◽  
Mountain Areas ◽  
Mountain Area

The article presents challenges and methods of teacher training activities aimed todevelop communicative competence and prepare teachers for work in mountain area schools in theUkrainian Carpathians. Research shows that specifics of social and cultural environment should betaken into account in the process of teaching native language and developing communicativecompetence of future teachers. Sociocultural approach defines language teaching strategies in thelight of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular.Teacher training programs should include studies on material, cultural and spiritual values ofhighlanders. Such topics can be incorporated in the main native language course. Study andanalysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguisticcommunity of the Ukrainian Carpathians can be of great value in achieving the goal. Small classesin mountain schools also place a demand upon educators to constantly upgrade approaches, formsand methods of teaching.The article offers an integral teacher training system aimed at developing communicativecompetence and preparing teachers to work in the mountain areas schools. A special place in thissystem is given to folk pedagogy, which accumulates the national and regional spiritual values.The author presents the components of communicative and socio-cultural competence of futureteachers. The suggested algorithm for training primary school teachers insures reaching anappropriate level of socio-cultural, historical, linguistic and communicative competenciesnecessary for language teaching at primary schools in mountain regions of the UkrainianCarpathians.

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 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.

scholarly journals Critical Thinking Development of Primary School Pupils by Means of Inventive Problems

2021 ◽  
Vol 26 (1) ◽  
pp. 28-40
Author(s):  
Iryna Gavrysh ◽  
Svitlana Dotsenko
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Primary Education ◽  
Developed Countries ◽  
Initial Stage ◽  
Educational Programmes ◽  
Key Competencies ◽  
The Subject ◽  
Primary School Pupils ◽  
Alternative Solutions

The purpose of the research is to determine the effective tools for the critical thinking development for primary school pupils. Methodology. The retrospective analysis of the primary education systems development in Ukraine and in highly developed countries was used, the primary school is determined to be the initial stage of the pupils’ critical thinking development. The material of the study is primary school educational programmes, branches of education, and existing academic subjects, it indicates the necessity to develop and implement the particular subject, and its aim is to develop critical thinking and the abilities to express one’s own opinion, assess risks and solve problems. According to the State Standard of Primary Education the key competencies require the following skills: creativity; initiative; the abilities to justify one’s position logically, to manage emotions constructively, to assess risks, to make decisions, to solve problems, to cooperate with others. Results. The article clarifies that critical thinking is a type of thinking aimed at solving problems, namely studying the argument line (hypotheses, criteria, definitions, arguments, facts, etc.), analyzing alternative solutions; forecasting and assessing consequences. It is proved in practice that inventive problems serve as an effective way to develop critical thinking. The basis of such problems is the theory of inventive problem solving (TIPS). It is determined that an inventive problem contains a cognitive contradiction, its solving promotes the pupils’ critical thinking development. The authors’ subject ‘Eureka’ for pupils of 2-4 classes is offered. Its aim is to develop pupils’ critical thinking, creative and inventive abilities, and also primary skills to carry out natural science researches. The results of the subject approbation are given. Conclusions. Primary school pupils’ critical thinking development can be achieved through the introduction of a range of new subjects at the initial stages of education. The aim of such subjects is to teach pupils to solve inventive problems.

scholarly journals Effects of Preparatory Classes on the Social Life of Primary School Pupils in Masaka Municipality, Uganda

2013 ◽  
Vol 4 (1) ◽  
pp. 43-52
Author(s):  
MT Namatovu ◽  
LD Akello
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Primary Education ◽  
Social Life ◽  
School Administrators ◽  
Ministry Of Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The Social ◽  
Primary School Pupils

This study examined the effects of preparatory studies on the social life of primary school pupils in Masaka Municipality, Central Uganda. Data were collected from pupils, teachers and school administrators using interviews, focus group discussions and observation. The findings indicated that to a large extent, preparatory classes negatively affected the social life of the pupils. Therefore, it is recommended that schools adhere to the timetable stipulated by the Ministry of Education and Sports.Keywords · Preparatory classes · Child development · Primary education

scholarly journals Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 127-133
Author(s):  
Renata Tichonova ◽  
Vaiva Schoroškienė
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Education ◽  
Quantitative Research ◽  
Educational Process ◽  
The Self ◽  
Exploratory Research ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Primary School Pupils

The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age. The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The aim of the research – to examine the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The quantitative research was done in February 2012 at secondary schools: Vilnius Ateities High School, Švenčionys Primary and High Schools aiming to find out the attitude of teachers, students and parents towards the assessment of learning outcomes and self-assessment in primary education. Research instrumentation formed: surveys for teachers, students and their parents. Research scope: 70 surveys for teachers, 70 for students and 70 for students’ parents were formed and distributed. The received reversibility quota reached 100 %. The research showed that the assessment of learning outcomes is important and significant to all members of educational process (students, parents and teachers). Besides, parents feel that they are able to participate in the assessment together with teachers and they want to be considered as their partners. Thus all the above mentioned members / partners of the educational process should be included into the process of the assessment of students’ progress and achievements. The basis of the assessment of learning achievements and progress in primary education is the self-assessment of students. It is an interesting, human and effective way of assessment that allows children to lead their own learning by their selves with responsibility, to be equitable partners of teachers and personally observe their own progress. The main participants of the education (learning) process (pupils, their parents and teachers) acknowledge that primary school pupils are capable to evaluate their learning achievements. Teachers are the most optimistic about the self-assessment of the pupils of this age, meanwhile parents are the most pessimistic. Most of parents and teachers of primary school pupils understand the pupils’ self-assessment as a method of developing pupils’ responsibility for their learning. Parents of primary school pupils much rarely than teachers relate the self-assessment with the education of the pupil as an equal teacher’s partner and with the education of the pupil who is capable to manage his/her learning on his / her own. Only a minority of parents of primary school pupils accept the idea that pupils of this age are capable to manage their learning on their own. The answers of primary school pupils and teachers indicate that primary school pupils are allowed to evaluate themselves, however, students’ self-assessment is now associated with the generalizing assessment. The daily learning is related to teacher’s evaluation rather than students’ self-assessment.

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