scholarly journals PECULIARITIES OF THE ORGANISATION OF THE INDEPENDENT WORK IN THE EGLISH LANGUAGE IN PRIMARY SCHOOL

2019 ◽  
Vol 1 (16) ◽  
pp. 99-105
Author(s):  
N. A. Safonova
Keyword(s):  
Primary School ◽  
Language Skills ◽  
Primary School Children ◽  
Research Activity ◽  
New Material ◽  
Active Research ◽  
Control Character ◽  
Independent Work ◽  
Pair Work

The article is devoted to the analyses of the organization of the independent work while studying English in Primary school. The use of independent work for the pupils of the Primary school requires the application of new methods of the organization of the work in the classroom which can provide pupils’ motivation and interest. It revels new language skills which are formed during the independent work: the comprehension of the new material, the formation  and application of the language skills. The independent work may have a control character and be made of some exercises aimed to check the language ability and the formation of language skills and habits. The independent work of the Primary school children was organized by the means of differnrt forms, i. e. whole class work, individual work and pair work. The article stresses that teachers’ instructions are very important during the independent work. The role of the independent work in Primary school gives the possibility to teach pupils to study, to involve them into the active research activity, that increases the education level of the lessons, helps formation and improvement of skills; the embodiment of their independent work in the teaching material, the development of the creative potential of students, their studying activity, the formation of an interesting lesson.

scholarly journals The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

2020 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Marije Stolte ◽  
Trinidad García ◽  
Johannes E. H. Van Luit ◽  
Bob Oranje ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Mathematical Creativity ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Starting Model ◽  
General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

scholarly journals Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Hannah Broadbent ◽  
Tamsin Osborne ◽  
Natasha Kirkham ◽  
Denis Mareschal
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Haptic Cues ◽  
Categorical Learning

The Learning Dialogue As a Tool to Educate Primary School Students (by the example of “The Basics of Religious Cultures and Secular Ethics” Course)

2015 ◽  
Vol 3 (4) ◽  
pp. 3-9
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
School Students ◽  
Communicative Skills ◽  
Intellectual Abilities ◽  
Secular Ethics ◽  
Ethics Course ◽  
Religious Cultures ◽  
School Roles

The paper concerns one of the active methods to educate primary school children, namely, the learning dialogue. The features of this learning method, considered as a higher-priority tool for teaching the Basics of Religious Cultures and Secular Ethics at primary school are examined. Ways to learn curriculum materials are described, while it is stated that application of the said ways of learning helps to enhance the role of learning dialogue in establishing school roles as well as in shaping the students’ educational activities and encourage them to develop their intellectual abilities and communicative skills.

scholarly journals Role of Preschool and Primary School Children in Epidemics of Influenza A in a Local Community in Japan during Two Consecutive Seasons with A(H3N2) as a Predominant Subtype

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125642 ◽  
Author(s):  
Satoshi Mimura ◽  
Taro Kamigaki ◽  
Yoshihiro Takahashi ◽  
Takamichi Umenai ◽  
Mataka Kudou ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Influenza A ◽  
Local Community ◽  
Primary School Children ◽  
Predominant Subtype

scholarly journals The Role of Persian Reading Text Books of the First to the Third Primary School in Presenting Religious Doctrines in Iran

2016 ◽  
Author(s):  
Maryam Jalali
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Elementary Grades ◽  
Religious Literature ◽  
The Third ◽  
The World ◽  
Reading Text ◽  
Transmission Of Values

Transmission of values and religious concepts to children is one of the most important issues in the third millennium and it has drawn varied and different views among experts and scholars in the world. Research specialized in religious literature for children and adolescents create new capacities in the presentation of religious concepts to the group. Plans have been considered to transfer values and religious concepts in the curricula of primary school children in the group in Iran. It is one of the topics that the authors note to the introduction of the minutiae of religion in the first three elementary grades. In this study, the collection and analysis methods providing content related to the minutiae of religion in reading books the first till third sections of the years 2013-2015. In addition, the plan includes aspects of other branches of religion in these books on information collected from text books that collected and classified. The result is that "definitely good and forbidding the evil" and "prayer" have the highest frequency of applications in the selected books. Further branches made of branches of religion in these books, represents the values of religious, moral and social as well.

scholarly journals Chronic bullying victimization across school transitions: The role of genetic and environmental influences

2013 ◽  
Vol 25 (2) ◽  
pp. 333-346 ◽  
Author(s):  
Lucy Bowes ◽  
Barbara Maughan ◽  
Harriet Ball ◽  
Sania Shakoor ◽  
Isabelle Ouellet-Morin ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Children ◽  
Mental Health Problems ◽  
Longitudinal Design ◽  
Primary School Children ◽  
Bullying Victimization ◽  
Family Risk Factors ◽  
Increased Risk

AbstractWe investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers' and children's reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children's early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims' behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization.

FEATURES OF STUDYING THE SECTION "MULTIPLIERS. THE ELEMENTS OF LOGIC" IN THE COURSE OF PRIMARY SCHOOL MATHEMATICS ON THE UPDATED CONTENT OF EDUCATION

2021 ◽  
Vol 73 (1) ◽  
pp. 42-49
Author(s):  
M.Zh. Мynzhasarova ◽  
◽  
A.B. Akpaeva ◽  
L.A. Lebedeva ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
School Mathematics ◽  
Educational Goals ◽  
Mathematical Education ◽  
Special Role ◽  
Logical Thinking ◽  
School Students ◽  
Elementary School Mathematics ◽  
Independent Work

This article discusses the features of studying the topics of the section "Set. Elements of Logic" in the course of elementary school mathematics. The analysis of the content of the program and its implementation in the textbook "Mathematics" is given. The article describes the features of the updated content of mathematical education in primary classes. The role of the "Set. Elements of logic" in the development of logical thinking of primary school students. A feature of studying the section "Set. Elements of Logic" is that a system of exercises has been developed that implement the formation of thinking techniques. The analysis of the proposed system of exercises in the implementation of the educational goals of this section is carried out. When developing the system of exercises, the age-specific features of the students ' thinking development were taken into account. In the organization of work with the system of exercises, the ways of increasing the mental activity of students, the development of independent work were considered. A special role in the development of logical thinking of students is also occupied by logical tasks presented in the category "You are a researcher".

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