scholarly journals THE FACTORS OF BRINGING CHILDREN UP IN THE MOOD OF MATERIAL AND SPIRITUAL INTEGRATED LIFE IN THE FAMILY (AS AN EXAMPLE OF PRIMARY SCHOOL AGE)

2018 ◽  
Vol 62 (06) ◽  
pp. 269-272
Author(s):  
Muhayyo Botiralievna Artikova ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
The Family ◽  
Primary School Age

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE FAMILY WITH YOUNGER SCHOOLBOY WITH MENTAL RETARDATION

2020 ◽  
pp. 178-185
Author(s):  
G. Yu. Taskina ◽  
I. A. Taskina
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
School Age ◽  
Modern Education ◽  
Parents And Children ◽  
The Family ◽  
Before And After ◽  
Primary School Age

An urgent issue of modern education – the issue of psychological and pedagogical support for the family with a child with health disabilities has been considered. It has been specified, that particularly specially organized work can help parents and members of family with a child with health disabilities to cope with the difficulties of raising child and carry out his socialization. In particular, the results of a study of the personality of the parents of a child of primary school age with a mental retardation, their chosen style of child upbringing, the nature of interaction with the child have been presented. In addition, the effectiveness of the compiled and tested program of psychological and pedagogical support for the family with a child with a mental retardation, changes in the behavior of parents and children before and after testing the program have been analysed.

Development of Family Representations in Primary Schoolchildren

2020 ◽  
Vol 9 (3) ◽  
pp. 28-34
Author(s):  
Elena Golubeva
Keyword(s):  
Primary School ◽  
Research Method ◽  
Family Members ◽  
School Age ◽  
Age Group ◽  
Family Situation ◽  
Frequency Of Use ◽  
The Family ◽  
Primary Schoolchildren ◽  
Primary School Age

The article presents the results of a study of ideas about the family in primary schoolchildren of different ages. The respondents were 95 primary schoolchildren, students of the 2nd, 3rd and 4th grades of secondary schools. A free associative experiment was used as a research method. It was found that the content of the most common associations varies from one age group to another. During primary school age, the characteristic that children give to relationships between family members is transformed (“friendship” changes to “love”), the mention of “I” from the list of family members disappears, the frequency of use of generalizing categories (“relatives”, “kin”) increases. The results can be used by specialists working with children to assess the family situation in which the child grows, from the perspective of the experiences of the child.

scholarly journals Family and Its Role in the Cultivation and Preservation of Traditional Folk Music at Junior Primary School Age

2020 ◽  
Vol 8 (3) ◽  
pp. 103-112
Author(s):  
Maja Ćalić ◽  
◽  
Miomira Đurđanović ◽  
Keyword(s):  
Primary School ◽  
Folk Music ◽  
Age Factors ◽  
School Age ◽  
School Factors ◽  
Motivation For Learning ◽  
The Family ◽  
Primary School Age ◽  
Out Of School

The cultivation of folk tradition begins in the family, and continues in a systematic and organized way in school as a certainly important task in the education and upbringing of children of junior primary school age. Factors contributing to the realization of this task include: a) school; b) family, and c) other out-of-school factors. Starting from the fact that the cooperation between one’s family and school should be based on partnership, and that learning about traditional folk music requires coordinated action, authors organized a survey aimed at: 1) examining the extent to which the cultivation of musical tradition within the family is reflected on the learning and adoption of related content in music education classes at junior primary school age; 2) determining the extent to which traditional folk music is cultivated in the family by listening to and playing such music; 3) examining the role of family in the process of introducing students to traditional folk music at junior primary school age with regard to other in-school and out-of-school factors. The authors have concluded, teachers believe that cultivating traditional folk music in one’s family is reflected in the form of recognition and improved student motivation for learning content, related to traditional folk music. Students believe that the activity of listening to folk music within family is an insufficiently utilized resource. The survey results confirm the hypothesis that the role of family should be significantly encouraged in relation to other out-of school factors.

Family Representations of Primary Schoolchildren from Single-Parent and Complete Families

2020 ◽  
Vol 9 (2) ◽  
pp. 7-12
Author(s):  
Elena Golubeva
Keyword(s):  
Primary School ◽  
Personal Development ◽  
Parental Attitudes ◽  
Single Parent ◽  
Point Of View ◽  
Primary School Children ◽  
School Age ◽  
The Family ◽  
Primary Schoolchildren ◽  
Primary School Age

The article provides a theoretical analysis of the problem of influence of the factor "complete / single-parent family" on intellectual and personal development of a child. It is noted that a family with a changed structure leaves an imprint on the child’s perception of a family and can affect his / her own family and parental attitudes in the future, which determines the relevance of this study. Differences in family representations among primary school children from complete and single-parent families have been empirically revealed. The number of associations on the theme of “family” is greater in children from complete families (but it falls during primary school age) than in children from incomplete (but it increases during primary school age). The qualitative characteristics of representations also have differences: in children from complete families, they primarily encompass family members, and in children from incomplete families – relations between them. The author comes to the conclusion that primary schoolchildren's ideas about the family can serve as an indicator of the family situation in which the child is growing, which is of interest, from a practical point of view as well.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

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