scholarly journals Preschool day care and artistic expression of pupils in the first grade of primary school

2015 ◽  
Vol 41 (3) ◽  
pp. 27-38
Author(s):  
Andreja Kljajič ◽  
Branka Čagran
Keyword(s):  
Primary School ◽  
Day Care ◽  
First Grade ◽  
Artistic Expression

scholarly journals Subversive compliance and embodiment in remedial interchanges

2020 ◽  
Vol 40 (5) ◽  
pp. 669-693
Author(s):  
Asta Cekaite
Keyword(s):  
Primary School ◽  
Adult Child ◽  
First Grade ◽  
Moral Emotion ◽  
Multiple Modalities ◽  
Temporal Duration ◽  
One Year

AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

2021 ◽  
Vol 5 (2) ◽  
pp. 531-537
Author(s):  
Agusalim Agusalim ◽  
Suryanti Suryanti ◽  
Irwan Irwan
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Reading Skills ◽  
Mastery Learning ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Beginning Reading ◽  
Average Value ◽  
Class Room

This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

scholarly journals PERSONAL HYGIENE AND ANTHELMINTIC CONSUMPTION IN PREVENTION OF ENTEROBIASIS AMONG PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 8 (3) ◽  
pp. 265
Author(s):  
Ratna Muliawati ◽  
Mushidah Mushidah ◽  
Siti Musyarofah
Keyword(s):  
Public Health ◽  
Risk Factors ◽  
Primary School ◽  
School Children ◽  
Public Health Problem ◽  
First Grade ◽  
Primary School Children ◽  
Personal Hygiene ◽  
Global Public Health ◽  
Prevalence Odds Ratio

Background: Pinworm infection remains a global public health problem in Indonesia, with the highest prevalence in primary school–aged children. The government has made helminthiasis control efforts through annual deworming every six months, yet data on the enterobiasis prevalence and its risk factors are still limited. Purpose: This research aimed to determine the role of personal hygiene and anthelmintic or worm medicine consumption in the prevention of enterobiasis among primary school children. Methods: This research employed an analytic observational method with a cross-sectional design. The population used was primary school children in the Public Health Center (PHC) of Kaliwungu area, Kendal District, Central Java Province. The research sample was 150 students from first grade to third grade at 1 Primary Elementary School 1 Kutoharjo. The data sources were obtained from interviews of risk factors and perianal swab examinations. The data were analyzed by a chi-square test and multiple logistic regression. Results: The prevalence of pinworm infection among primary school children remains high (37.33%). The results of the multivariate analysis showed that there are three determinant variables of pinworm infections: not washing hands with soap before eating (p < 0.01; Prevalence Odds Ratio (POR) = 6.47; 95% Confidence Interval [CI] = 2.87 < POR < 14.59); not washing hands with soap after defecation (p = 0.01; POR = 3.36; 95% CI = 1.40 < POR < 8.05); and not consuming anthelmintic drugs within the past six months (p = 0.03; POR = 2.43; 95% CI = 1.08 < POR < 5.50). Conclusion: Hand washing habits and annual deworming are important factors to prevent pinworm infections.

Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators

2021 ◽  
pp. 1476718X2110511
Author(s):  
Katrin Velten
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Day Care ◽  
Formal Education ◽  
Learning Processes ◽  
Adult Educators ◽  
Pedagogical Practice ◽  
Children’S Perspectives ◽  
Starting Point ◽  
Key Factor

This paper discusses self-efficacy as a key factor in children managing the transition to primary school, the threshold to formal education and further learning processes. In presenting results of a qualitative-longitudinal interview study of German preschool and primary school children’s perspectives on their self-efficacy experiences, it furnishes evidence for enhancing self-efficacy in pedagogical practice in a so-called mastery climate. Co-determined or self-determined opportunities for playing without adult intervention prove to be central in this to children’s self-efficacy. Following on from this, the discussion will make references to the pedagogical relevance of child-led or unsupervised play for the promotion of self-efficacy in both settings. In addition, based on the reflection of the concept of generational order, the study points to concrete starting points to focus on necessary didactic and methodological competences of adult educators for the appropriate design of child-oriented co-determined or self-determined learning settings.

scholarly journals Longitudinal associations of first-grade teaching with reading in early primary school

2019 ◽  
Vol 63 ◽  
pp. 23-32
Author(s):  
Xin Tang ◽  
Eija Pakarinen ◽  
Marja-Kristiina Lerkkanen ◽  
Joona Muotka ◽  
Jari-Erik Nurmi
Keyword(s):  
Primary School ◽  
First Grade ◽  
Longitudinal Associations ◽  
Early Primary
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