scholarly journals Pedagogical Conditions for Coordination Development in Girls of Primary School Age through Rhythmic Gymnastics

2015 ◽  
pp. 3
Author(s):  
С. І. Марченко ◽  
Є. Г. Захарова
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Second Grade ◽  
School Age ◽  
Control Groups ◽  
Rhythmic Gymnastics ◽  
Literary Sources ◽  
Readiness Level ◽  
Primary School Age ◽  
Coordination Development

The research objective is to experimentally verify the effectiveness of the use of rhythmic gymnastics means that have been systematized to develop coordination abilities in girls of primary school age.Research methods: method of theoretical analysis and generalization of literary sources, method of control studies, pedagogical experiment, methods of mathematical statistics. Research results. The coordination readiness level evaluation demonstrated that at the beginning of the pedagogical experiment the level of the majority of the second-grade girls was low (22.85%), below average (39.97%), and average (11.42%); that of the third-grade girls was below average (57.1%), average (34.26%); and that of the fourth-grade — below average (29.3%), and average (62.06%).After the pedagogical experiment the number of the second-, third- and fourth-grade girls with the low level decreased by 19%, 13.4%, 10.4% in the experimental groups and by 16.3%, 11.8%, 9.8% in the control groups respectively; the number of the girls with the below-average level decreased by 14.7%, 32.7%, 23.1% in the experimental groups and by 12.4%, 21%, 19.1% in the control groups.The positive changes in the level of coordination abilities occurred both in the control and the experimental groups, with the results improved in favor of the experimental groups.

scholarly journals Methods of Strength Development in Boys of Primary School Age Using Active Games

2016 ◽  
pp. 19-27
Author(s):  
С. І. Марченко ◽  
В. А. Іщенко
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Third Grade ◽  
Second Grade ◽  
Strength Development ◽  
School Age ◽  
Primary School Teachers ◽  
The Third ◽  
Effective Development ◽  
Primary School Age

The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity) of their performance.

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 Improvement of the methodology for the development of coordination in primary school children

2020 ◽  
pp. 178-181
Author(s):  
V.P. Soromotina ◽  
R.L. Petrina
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Primary School Children ◽  
Physical Culture ◽  
School Age ◽  
Temporal Characteristics ◽  
Survey Results ◽  
Primary School Age ◽  
Coordination Development ◽  
Spatial And Temporal Characteristics

The article analyzes modern approaches to the development of children of primary school age coordination. According to most scientists, the younger school-age is sensitive to the formation and improvement of coordination. Therefore, the physical education curriculum for children in grades 1-4 was analyzed for coordination tools. А questionnaire was conducted among a physical culture specialists on during the research. The answers received by the respondents indicate the following: the development of coordination should be given special attention during the primary school age; in practice, specialists use many different means to develop coordination; exercises to develop the ability to differentiate the spatial and temporal characteristics of movements are almost never used but can make classes more interesting and As a result, some differences were found between the coordination development methodology described in the program and the survey results. The need to improve the methods and means of developing coordination in physical education classes, in particular, paying attention to the ability to differentiate the spatial and temporal characteristics of movements, was proved.

scholarly journals Overview of Game Effect on Dynamics of Speed Development in Girls of Primary School Age

2016 ◽  
pp. 25-32
Author(s):  
С. І. Марченко ◽  
С. В. Краснокутський
Keyword(s):  
Theoretical Analysis ◽  
Fourth Grade ◽  
Second Grade ◽  
School Age ◽  
Motor Abilities ◽  
Physical Exercises ◽  
Rest Time ◽  
Directed Development ◽  
The Individual ◽  
Primary School Age

The reserch objective is to analyze the effect of game means on the dynamics of speed abilities development in girls of the second-fourth grade. Materials and Methods. The participants in the experiment were 104 female pupils of the second grade (n=32), third grade (n=32), and fourth grade (n=40).  Research Methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Results. The study proves the necessity to use game exercises that are rationally balanced in terms of orientation, power and scope with regard to the individual constitutional peculiarities of children in order to achieve the best pedagogical effect in the development of speed abilities. The games performed with the highest swiftness contribute to the development of speed. These exercises require the best efforts, which is why their duration must not exceed 5—10 seconds, the rest intervals must be relatively large — from 40 to 60 seconds. The rest time and load time must not be constant. Conclusions. Selective and directed development of motor abilities requires taking into account the duration and pace (intensity) of the performance of the physical exercises. 

scholarly journals Peculiarities of Game Modes Effect on Dynamics of Speed Development in Boys of Primary School Age

2015 ◽  
pp. 17-24 ◽  
Author(s):  
С. І. Марченко ◽  
В. О. Голубов
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
Research Methods ◽  
Fourth Grade ◽  
Third Graders ◽  
School Age ◽  
Rational Planning ◽  
Effective Development ◽  
Primary School Age ◽  
Rest Intervals

Research objective: to experimentally verify the effectiveness of use of game modes systemized for development of speed abilities in boys of primary school age. Research methods: 1.Theoretical analysis and collation of scientific and methodological literature. 2. Method of control tests. 3. Pedagogical experiment. 4. Methods of mathematical statistics. Research results. Positive changes in the level of speed abilities development occurred both in the reference and test groups with better performance in the test groups. This effect resulted from the rational planning of game load. The study has established that to develop speed, the second-fourth grade boys are to engage in five games. The number of repetitions for the second-third graders is one, the rest intervals being 40 seconds, and the number of repetitions for the fourth grade boys is two, rest intervals being 30-40 seconds. The most effective development manifests during the 20-30 lessons. Favorable for speed development are games and relays performed with the highest speed from the start and at short distances from 10 to 30 m.

scholarly journals Does symbolic and non-symbolic estimation ability predict mathematical achievement across primary school years?

2018 ◽  
Vol 18 ◽  
pp. 04006 ◽  
Author(s):  
Tatiana Tikhomirova ◽  
Yulia Kuzmina ◽  
Sergey Malykh
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Magnitude Estimation ◽  
Number Sense ◽  
Fourth Grade ◽  
Mathematical Achievement ◽  
School Age ◽  
Learning Mathematics ◽  
Primary School Age ◽  
The Relationship

The article presents the results of a longitudinal study of the association between number sense and success in learning mathematics in primary school. We analysed the data of 133 schoolchildren on two aspects of number sense related to the symbolic and non-symbolic magnitude estimation abilities and academic success in mathematics in third and fourth grade. The average age of schoolchildren during the first assessment was 9.82 ± 0.30; during the second assessment – 10.82 ± 0.30. For the analysis of interrelations, the cross-lagged method was used. It was shown that the reciprocal model best describes the data suggesting cross-lagged associations between number sense and the success in learning mathematics at primary school age. The results of the longitudinal analysis revealed differences in the relationship between the success in learning mathematics with the two aspects of number sense: academic success in third grade only predicted the indicator of number sense associated with the symbolic magnitude estimation ability in fourth grade. The differences in the age dynamics of the two aspects of number sense in primary school are also revealed: the indicator of number sense associated with the non-symbolic magnitude estimation ability was the most stable over time.

scholarly journals Syntactic features of written discourse at early primary school age - a longitudinal approach

2016 ◽  
Vol 48 (1) ◽  
pp. 87-105
Author(s):  
Maja Ivanovic
Keyword(s):  
Primary School ◽  
Average Length ◽  
Fourth Grade ◽  
First Grade ◽  
School Age Children ◽  
School Age ◽  
School Students ◽  
Written Discourse ◽  
Early Primary ◽  
Primary School Age

By the acquisition of written language form during the first years of schooling, the child starts to move away from the elementary structures by including new, more complex constructions into the existing base. The aim of this paper is to study the ability of producing different clause types in the texts of first- and fourth-grade primary school students, i.e. to study the existing differences in the syntactic structures of texts between the older and younger students. The initial research as well as the repeated measuring after three years included forty-two students of one primary school from Belgrade. Since in both the first and the second cycle of the study each child composed three texts, the corpus consisted of 252 texts. The analysis of the obtained material was performed using the SPSS software package. The results provide an insight into the average length of texts and sentences produced by first-grade and fourth-grade students. The longer the duration of schooling, the lower the number of simple clauses (both basic and extended), as well as coordinate clauses, while the number of constructions with subordinate clauses is increasing. This finding confirms the fact that early primary school age children are expanding their syntactic competence, i.e. that their later language development continues in the school period. This can be helpful for teachers in the process of literacy acquisition and in developing the strategies that facilitate reaching the higher levels of competence in written discourse and evolving of children?s syntax towards the writing patterns of adult speakers.

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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