scholarly journals Ability of Pre-school and Primary School Children to Assess the Quality of Explanations

Pedagogika ◽  
2016 ◽  
Vol 124 (4) ◽  
pp. 129-146
Author(s):  
Aušra Daugirdienė ◽  
Agnė Brandišauskienė ◽  
Danguolė Endriuškienė
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Quality Criteria ◽  
Fourth Grade ◽  
Primary School Children ◽  
Second Grade ◽  
School Age ◽  
The Impact

Explanations about the surrounding world are of particular significance for children since it is a way for them to learn and cognise the environment. However, Legare (2014) maintains that little is known about the impact of explanations on learning. For the past decade, explanations have been one of the major themes in the studies of cognitive psychology. They aim at answering the key questions: what is the nature of the phenomenon (explanation), what is it composed of, what are its quality criteria, how is it constructed and perceived by children (Lombrozo, 2006). Hence, the aim of the current paper is to explore the ability of pre-school and primary school children to assess the quality of explanations. The aforesaid aim was posed in accordance with the methodology developed by the authors (the methodology was designed with reference to the study of Baum, Danovitch, and Keil (Baum et al., 2008). The research involved 61 children: 20 pre-school children, and 41 primary school children (21 children of the second grade, and 20 children of the fourth grade respectively). The main conclusions of this research are: – children’s ability to assess the quality of explanations increases from pre-school age to the second grade of primary school, yet at this period, it remains unchanged (from the second to fourth grade); – despite that the ability to assess the quality of explanations on familiar and unfamiliar topics differs in both age groups (pre-school and primary school), the differences are not statistically significant. It has been determined that, assessing explanation on familiar and unfamiliar topics, pre-school children and fourth grade pupils are able to distinguish circular explanations on familiar topics in a more similar way than assessing explanations on unfamiliar topics. Moreover, older primary learners are more precise in assessing explanations on familiar rather than unfamiliar topics; – the oldest children (fourth grade learners) choose a noncircular explanation as a better one more knowingly and reasonably. Meanwhile, children of pre-school age and second grade pupils cannot often point out why they have chosen a noncircular explanation; – only older children (mostly fourth grade pupils and several second grade learners) are able to recognise and identify the structure of a circular explanation. The conducted research provides insights into the ability of small children to assess the acquired information. It is noteworthy that the assessment and creation of explanations is one of the mechanisms of learning and development (Bonawitz et al., 2008; Legare, & Lombrozo, 2014). Hence, their impact is obvious: explanations give a basis for learning, whereas prior knowledge is fundamental for explanations (Williams, & Lombrozo, 2013).

scholarly journals Speech therapy aspect of improving the quality of education of schoolchildren in a capital megapolis

2021 ◽  
Vol 98 ◽  
pp. 01016
Author(s):  
Yuliia Vyatleva ◽  
Natalia Grigorenko ◽  
Yuliia Pokrovskaya ◽  
Natalia Bal
Keyword(s):  
Primary School ◽  
School Children ◽  
The State ◽  
Russian Language ◽  
Primary School Children ◽  
Theoretical Research ◽  
Comparison Results ◽  
The Impact ◽  
The Russian Language

The Russian language, as the state language, is given an honorable and important role, uniting all nationalities together. For its mission to serve the unity, solidarity, and mutual understanding of all the peoples of Russia, a mandatory national educational program has been approved, operating throughout the territory of the Russian Federation. The present article is dealing with the problem of mastering the Russian language. The goal of the research is to study the etiology and specifics of writing disorders in primary school children studying at general education school and to develop differentiated strategies for teaching pupils with various manifestations of dysgraphia. Methods used during the preparation of the article included theoretical research, such as learning, generalization, analysis, synthesis, axiomatics, as well as empirical techniques, namely, observation and comparison. Results and novelty of the research consist of clarifying information about the state of the problem of writing disorders in contemporary schoolchildren, updating scientific ideas about the contingent of primary school children in need of correctional assistance from specialists; applying an interdisciplinary approach to the study of the etiology, mechanisms, causes, and specifics of various manifestations of dysgraphia in primary general school children; supplementing the scientific data on the impact of didactogenia on the quality of learning writing and the formation of dysgraphia in pupils with difficulties in the assimilation of the program learning material on the Russian language; as well developing high-performance speech technologies for the early detection and elimination of violations of written language and difficulties in learning academic courses of the Russian language.

scholarly journals THE RELEVANCE OF THE DEVELOPMENT OF PERCEPTUAL ABILITIES IN CHILDREN OF PRIMARY SCHOOL AGE

2021 ◽  
Author(s):  
Alina Yerofeyeva ◽  
Tatyana Kokhanover
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Primary School Children ◽  
School Age ◽  
Concentration Time ◽  
Perception Of Time ◽  
Perceptual Abilities ◽  
Primary School Age

Article is devoted to the study of the peculiarities and importance of the development of perceptual abilities of children studying in primary school. First of all, the concept of perception, classification and properties are considered for further understanding of the topic. The article includes a comparison of perception by age groups and shows by the example of an experiment how much perception skills affect the lives of primary school children. The peculiarities of the psyche of children aged 7-10 years, such as concentration time, attentiveness, perception of time, were taken into account. Basically, the article touches on certain types of perceptual abilities, such as visual and auditory perceptions. These types of perception skills are of the greatest importance in the development of children.

scholarly journals Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking

2017 ◽  
Vol 22 (6) ◽  
pp. 77-86
Author(s):  
E.V. Lidskaya ◽  
M.O. Mdivani
Keyword(s):  
Primary School ◽  
Natural Environment ◽  
Age Groups ◽  
Preschool Age ◽  
Primary School Children ◽  
School Age ◽  
Dialectical Thinking ◽  
Preschool Age Children ◽  
Primary School Age ◽  
The Impact

The article presents results of an empirical research of cognitive, affective (emotional) and behavioral components of ecological consciousness in 323 children of preschool and primary school age (6—10 years).It was found that preschool age children underestimate the impact of nature on man, but at the same time overestimate the human impact on nature. Children of this age attributed greater importance to being emotionally close with nature than children of primary school age. When choosing between the industrial, social or natural environment, children of both age groups give preference to the natural environment, leaving the industrial one the least preferred. The outcomes of this research were used to analyze the development of dialectical thinking (actions of transformation and association) in children of these age groups. As it was revealed, dialectical thinking in children of preschool age is predominantly visual. In primary school children, the visual form is replaced by conceptual and symbolic thinking, although still in an underdeveloped form. The article concludes that the first two years of school education have little influence on the development of dialectical thinking in the part that concerns actions of transformation.

scholarly journals THE PREVALENCE AND STRUCTURE OF DENTOGNATHIC ANOMALIES IN PRIMARY SCHOOL CHILDREN OF UZHGOROD

2019 ◽  
pp. 29-33
Author(s):  
V.S. Melnyk ◽  
L.F. Horzov
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
State Level ◽  
Open Bite ◽  
Primary School Children ◽  
School Age ◽  
Deep Bite ◽  
Dental Examination ◽  
High Prevalence

Violations in the development of the dentognathic aparatus damage not only the health of the child but also adversely affect its adaptation in the social environment. The aim - to study the prevalence and structure of dentognathic anomalies in  primary schoolchildren, which corresponds to the period of mixed bite. Materials and methods. Dental examination of primary school children of Uzhhorod at the age of 7-11 years was conducted. The medical cards were selected to analyze 267 people, age groups (7, 8, 9, 10 and 11 years). Among them there were 133 (49.8%) boys and 134 (50.2%) girls. Regarding their age, the average value was 9.17 (± 2.06) years. In the course of the dental examination, the prevalence of dental abdominal anomalies in children has been studied and evaluated. Results of the research and their discussion. A survey of schoolchildren revealed a high prevalence of dentognathic anomalies. An unpleasant surprise was that a high prevalence of dentognathic anomalies was detected in the mixed bite, while at the age of 9 it was 88,1 ± 2,07%. That means that almost every child had one or another bite anomaly or anomalies of the position of the teeth. Among the number of anomalies, the position of the teeth, their appearance, as diastema, trema, occupies a small part at 7 years olds – 10,44 ± 4,38%, at 8 years olds– 8,10 ± 2,5%, at 9 years olds –7,52 ± 3,23%, at 10 years olds – 3,89 ± 1,81% and at 11 years olds – 4,56 ± 2,22%. It is 2-3 times less than the number of anomalies of the position of other teeth that require more complex treatment. The prevalence of distal occlusion predominates in most age groups: at 8 years olds – 48.73 ± 4.36%, at 9 years olds – 37.80 ± 6.12%, at 10 years olds – 20.45 ± 4.02%, and at 11 years olds – 10, 53 ± 3.21%, and only at 7 years olds the deep bite occupies the first place (30.72 ± 6.44%). The number of severe pathologies, such as open and mesial bite, is not too great and they do not occur in all age groups. Their prevalence is: at 8 years olds the bite is open – 5.61 ± 2.12%, mesial – 2.56 ± 1.47%, at 9 years olds open – 7.33 ± 3.28%, mesial is not detected, at 10 years olds – 1,86 ± 1,28% and 1,34 ± 0,86% respectively, at 11 years olds open bite –2,40 ± 1,51%, mesial bite was also not detected.   Conclusion. With the age and development of the child, the number of anomalies increases. The results of the obtained data indicate that the most frequent is deep bite, distal bite and anomalies of the position of the teeth. Some types of anomalies are absent or have a low prevalence rate at early school age, gradually becoming more massive (crossbite, open, mesial bite) in older children. The data we receive eloquently testify to the urgent need for the introduction of programs aimed at early detection and treatment of the above mentioned pathology. The high prevalence of dentognathic anomalies in the territory of the city of Uzhhorod in children of elementary school age is connected with insufficient provision of skilled personnel at the state level. Dental examinations at school institutions are becoming less frequent, indicating that there are no preventive measures and no treatment. Timely diagnosis of early forms of dentognathic anomalies can correct violations and ensure the normal development of the dentognathic system. Therefore, the role of early diagnosis and prevention of dental anomalies is extremely important.

scholarly journals A LONGITUDINAL STUDY OF HEALTH-RELATED QUALITY OF LIFE IN PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 4 (14) ◽  
pp. 62-69
Author(s):  
Zhanna V. Sotnikova-Meleshkina ◽  
Nataliia Н. Mikhanovska ◽  
Hanna E. Ostrovska
Keyword(s):  
Quality Of Life ◽  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Life Assessment ◽  
Primary School Children ◽  
Healthy Children ◽  
The Impact ◽  
School Activity

Background. The modern medical community considers the quality of life assessment as the main and reliable tool for population-based health surveys, which are extremely relevant in the context of the persistence of the negative trend of its deterioration among school children. Most of the questionnaires are designed for children with pathological conditions, and studies of relatively healthy children are few and relate mainly to aspects of the level of physical activity and sports, and do not take into account the impact of the educational process. Aim: to determine the dynamics of changes in the quality of life associated with the health of primary school children in the learning process by quantitative and qualitative characteristics Material and methods. A prospective study was conducted over four school years through a survey using an adapted Ukrainian-language questionnaire for primary school students (624 children aged 7-11) and their parents (616 people). T-test, multiple correlations and one-way analysis of variance in the licensed software package IBM SPSS Statistics v.20.0, graph-models of correlation structures and their system analysis were used for statistical data processing. Results. The influence of gender, age, and year of study on the scale of relationships with peers, the probable increase in the 4th grade of school activity according to children, and vice versa, its decrease according to the parental version were revealed. The highest level of quality of life is set on the scale "Emotional activity", and the lowest - on school activities and relationships with adults. During the first two years of study, the main system-forming structures were emotional and physical activities, and in old age, school activity became more important. The largest qualitative differences like the links between the second and third year of the study indicated that this period of study was critical for children, and the reduction in the labilization rate indicated sufficient compensation. Conclusions. According to the study of the quality of life associated with health in the 4-year dynamics of learning, the most critical period was the transition from the second to the third grade with the preservation of a synchronized system of self-assessment of their condition. The level of physical, emotional and social functioning had certain gender and age characteristics and depended to a greater extent on the period of the educational process. The scales of school activity and socialization in their age group were especially influenced. The study found inconsistency in the perception of school life and satisfaction with communication between children and adults.

Effects of MyBFF@school Intervention in Health-related Quality of Life among Overweight and Obese Primary School Children

2019 ◽  
Author(s):  
Zahari Ishak ◽  
Suet Fin Low ◽  
Wan Abdul Hakim Wan Ibrahim ◽  
Abqariyah Yahya ◽  
Fuziah Md. Zain ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Primary School ◽  
School Children ◽  
Well Being ◽  
School Functioning ◽  
Primary School Children ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

<p>Obesity has been shown to impact the health-related quality of life (HRQOL) among children. This study aimed to determine the effectiveness of MyBFF@school program on HRQOL among overweight and obese primary school children in Malaysia. KINDL<sup>R</sup> Questionnaire was used to collect data on their HRQOL before and after the program. ANCOVA was used to analyse the comparison between intervention and control group after 6 months. There are significant effect on family functioning, F(2,1103)=7.452, p<0.05 and school functioning, F(1,1117)=7.103, p<0.05 after the intervention. Effects can also be seen on physical well-being, emotional well-being and friends functioning. The program is effective in improving the HRQOL significantly in two dimensions namely the family and school functioning. In order to achieve greater overall success,social support should be an integral part of the program and stigma on obesity should be managed and reduced by including normal-weight children in the program.</p>

scholarly journals Objectively assessed moderate-to-vigorous physical activity levels among primary school children in Norway: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 38-47 ◽  
Author(s):  
Wei Hai Deng ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Linear Regression ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Age Groups ◽  
Participation Rate ◽  
Primary School Children ◽  
Activity Levels ◽  
Physical Activity Levels

Aims: The objective was to investigate moderate-to-vigorous physical activity levels (MVPA) of primary school children at baseline of the Health Oriented Pedagogical Project (HOPP), Norway. Methods: Data on 2123 children aged 6–12 years were included for analysis (75% participation rate). Average minutes per day in MVPA was objectively measured using accelerometry based on seven-day averages. The sample was analysed for age-, sex-, socioeconomic-, and season-related patterns. A linear regression investigated the moderating effect of these factors as well as body mass index and waist circumference. Results: Some 86.5% of the sample had at least 60 min/day MVPA, averaging 90.7 min/day. The main differences in daily averages were between age groups 6½–9 and 10–12 ( p < .05). Boys (95.8 min/day, 95% CI: 94.1–97.5) were more active than girls (85.6 min/day, 95% CI: 83.9–87.2) in all age groups ( p < .0001). MVPA was lower by 3.5 min ( p < .0001) per additional year of age in the linear regression (R2 = 0.176) and was reduced by 20 min less per day in MVPA in the winter months compared with the summer months ( p < .0001). Conclusions: Physical activity levels are already in decline from 6–7 years old and are likely to continue to decline into adolescence. Interventions must therefore focus on primary school children.

scholarly journals Child safety programs for primary school children decrease the injury severity of dog bites

2021 ◽  
Author(s):  
Bernhard Kienesberger ◽  
Christoph Arneitz ◽  
Vanessa Wolfschluckner ◽  
Christina Flucher ◽  
Peter Spitzer ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Prevention Program ◽  
Injury Severity ◽  
Primary School Children ◽  
Child Safety ◽  
Dog Bite ◽  
Severe Injuries ◽  
Dog Bites ◽  
The Impact

AbstractThis study focuses on the impact of a prevention program regarding dog bites in children. As a consequence of our previous investigation in 2005, we have initiated a child safety program for primary school children starting January 2008 until present to teach children how to avoid dog attacks and how to behave in case of an attack. In our retrospective study, we analyzed all patients younger than 15 years presenting with dog-related injuries between 2014 and 2018. As the main indicator for success of the prevention measures taken, we have defined the severity of injury in comparison to our previous study. Out of 296 children with dog-related injuries, 212 (71.6%) had sustained a dog bite. In the vast majority (n = 195; 92%), these patients presented with minor injuries; the extremities were most commonly affected (n = 100; 47%). Injuries to the head (n = 95; 45%) and trunk (n = 18; 8%) were less frequent. The proportion of severe injuries (8%) was significantly lower compared to our previous study, where 26% of children presented with severe injuries necessitating surgical intervention, while the number of patients requiring in-hospital treatment declined from 27.5% in the period 1994–2003 to 9.0% in the period between 2014 and 2018 (p < 0.05).Conclusion: Teaching of primary school children may effectively reduce the injury severity of dog bites. What is Known:• Dog bites are a substantial healthcare problem especially in children. What is New:• This study shows that a broad-based prevention program for primary school children can effectively decrease the severity but not the frequency of dog bite injuries in children.

scholarly journals Dietary Habits and Nutritional Knowledge among Primary School Children in Fayoum Governorate

2019 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Rabab Gad Abd El-Kader ◽  
Hanem Awad Mekhamier ◽  
Azza El-Sayed Ali Hegazy
Keyword(s):  
Primary School ◽  
School Children ◽  
Dietary Habits ◽  
Primary School Children ◽  
School Age Children ◽  
Study Group ◽  
School Age ◽  
Nutritional Knowledge ◽  
Significant Difference ◽  
Fayoum Governorate

Background and aim: Improving the eating habits of children is essential to reduce the future burden of non-communicable illnesses. Nutritional diseases affect higher than 30% of school age children. This study aimed to assess the dietary habits and nutritional knowledge among primary school age children in Fayoum Governorate, Egypt.Study design: A cross-sectional descriptive design was utilized. Setting: The study was implemented in three governmental mixed primary schools in EL-Fayoum city; Egypt, that were selected randomly. Sample: Cluster random sample techniques used for selecting of the study group consisted of 300 students aged from 10-12 years for both sexes attending grade five and six. Tools: three tools of data collection consisted of: 1- self-administered questionnaire comprised socio-demographic data of the students and parents, and students’ knowledge about nutrition, 2- the students’ dietary habits as consumption of the breakfast, drinking water, 3- Health assessment sheet to assess the students’ nutritional status including weight, height, BMI, and appearance.The study findings revealed that 69.3% of the study group were underweight, 36.3% were stunted, and 6.7%, 3.3% were overweight and obese respectively. About 45% had fair knowledge while 34% had good knowledge about the nutrition. More than half of the students had unhealthy dietary behavior and appearance. There was a statistically significant difference (P: 0<0.00) between the academic performance of the school children and their HAZ while there was no statistically significant difference between the academic performance of the students and their WAZ (P: 0.264).Conclusions: underweight is highly prevalent among the primary school students followed by stunting. Most of the students had unhealthy dietary habits and unhealthy appearance while around half of them had fair knowledge about nutrition. The current study recommended developing a nutritional health program for primary school children about the proper nutrition.

scholarly journals Features of drawing therapy in the correction of anxiety in primary school children

2021 ◽  
Vol 113 ◽  
pp. 00054
Author(s):  
A.A. Kozhurova ◽  
A.N. Neustroeva
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Research Work ◽  
Primary School Children ◽  
School Age ◽  
Entire Study ◽  
Individual Work ◽  
Primary School Age

The article deals with the study of the nature of anxiety and its impact on personal development, manifested in primary school children. The aim of the study is to identify the features of the influence of drawing therapy on the correction of anxiety in primary school children. The hypothesis of the study is presented as an assumption that the correction of anxiety in children of primary school age will be more successful if a set of classes is used by the method of drawing therapy in compliance with the following pedagogical conditions: classes include various forms of drawing therapy for the correction of anxiety in children, including in remote mode in the conditions of quarantine measures of the pandemic; in the course of classes, adapted individual work is carried out. A description of the entire study on the tasks set is given: to identify the initial levels of anxiety in children; implement an empirical study on the adapted correctional program of drawing therapy and verify the results by monitoring the diagnosis of anxiety in primary school children. The research work is carried out on the basis of school No. 20. Yakutsk, among the students of the 4th grade in the number of 29 people.

Sign in / Sign up

Export Citation Format

Share Document