scholarly journals Play and Learning: How the Two Leading Activities Meet

2016 ◽  
Vol 12 (2) ◽  
pp. 4-13 ◽  
Author(s):  
G.A. Zuckerman
Keyword(s):  
Primary School ◽  
System Thinking ◽  
Learning Activity ◽  
School Age ◽  
Conceptual Content ◽  
Reading And Writing ◽  
Conceptual Thinking ◽  
New Meanings ◽  
The Future ◽  
Points Of View

The transition from preschool to school age is a period when conceptual play may become the source of initiative and independence for a child — the very elements that learning activity lacks in its origins. The narrative plot of conceptual play helps children yet not capable of system thinking; it maintains the integrity and coherence of separate tasks given by a teacher, makes them more emotionally significant and provides new meanings for the child’s actions. However, if the teacher employs play and narrative only as the powerful motivators for learning, without the conceptual content, then cognitive and learning interests would generally develop in those children who came to school with a desire for knowledge and intellectual efforts. In conceptual play the child, acting on behalf of characters representing concepts, carries out the operations necessary for the formation of these concepts. The means of actions for the characters are instructional (schemes). Basing on the reading and writing lessons in primary school, the paper shows how conceptual play helps the child to keep in mind the simultaneously and equally existing (equally right) points of view on the studied subject. This lays the foundations for the future conceptual thinking, positional in its nature as it implies the ability to hold and coordinate various aspects of conceptual contradiction. Narrative plots of conceptual play enable the child to introduce his/her own connotations into the plot of a learning play and to become a co-author of the lesson, contributing to its direction.

scholarly journals Education of spirituality in children of primary school age

2005 ◽  
pp. 299-304
Author(s):  
A. Yatyschuk ◽  
O. Yatyschuk
Keyword(s):  
Primary School ◽  
Main Task ◽  
School Age ◽  
Modern School ◽  
The Future ◽  
Younger Generation ◽  
Primary School Age ◽  
Spiritual Ideal

The future of any society, its moral climate, is determined by what happens in the souls of the younger generation. The most responsible mission for the formation of a spiritually developed personality, and therefore the level of spirituality of society as a whole, is entrusted to education as a social branch. The main task of the modern school is to form a new person of the biosocial level, who would live and act in accordance with the universal laws of the Cosmos. It is for this purpose that education must be made so that the priority in it belongs to the question of the formation and development of the spiritual ideal. This issue has always been at the forefront of time and has been given considerable attention. There are many views on the ways and methods of accomplishing this task.

scholarly journals Problem-oriented propaedeutics of early choice of the future profession

2019 ◽  
pp. 51-63
Author(s):  
M. Antonova
Keyword(s):  
High School Students ◽  
Primary School ◽  
School Children ◽  
Career Guidance ◽  
Primary School Children ◽  
School Age ◽  
School Students ◽  
The Future ◽  
Primary School Age ◽  
Post Industrial

Each age stage, including primary school age, is important for the formation of certain personal qualities that are significant for the successful choice of a future profession. The purpose of the study is to develop and justify systematic scientific and methodological foundations for organizing the process of preliminary career guidance of the early choice of a future profession that meets the modern requirements of the transition to a post-industrial economy. The research optics in the context of choosing a future profession is shifted to the world and space of primary school age, in contrast to the generally accepted stereotypes of conducting work on vocational guidance with high school students. The works of Russian and foreign scientists aimed at studying the goals, principles, content, forms and methods of career guidance with primary school children are analyzed. In the process of career-oriented propedeutics of primary school children, a specially designed pedagogical technology is proposed, which is based on the methods of problem-based learning, ensuring readiness for professional choice in the conditions of the future.

scholarly journals PkM PADA ANAK USIA SEKOLAH DASAR: MENGEMBANGKAN BUDAYA LITERASI DI LINGKUNGAN TAWANG BRAK DESA TAWANGSARI, KEC. GARUM KAB. BLITAR

2021 ◽  
Vol 8 (1) ◽  
pp. 23-29
Author(s):  
Fahmi Poernamawatie ◽  
Yuli Winarni
Keyword(s):  
Primary School ◽  
Community Service ◽  
Writing Skills ◽  
Reading Literacy ◽  
School Age ◽  
Reading And Writing ◽  
Service Activity ◽  
Primary School Age ◽  
Children's Reading ◽  
Reading Interest

The purpose of this community service activity is to help children of primary school age get used to writing and reading. This habit is expected to increase children's reading interest and develop their reading literacy culture.The implementation of this activity is done through various way of exercises, such as: reading exercises, rewriting and retelling. Children are also accustomed to read Al-Qur’an and praying together. Drawing and coloring are also steps taken by the community service team to hone children's creativity. Watching films and entrepreneurship exercises to complement this activity, so that children have broad insights and also practice to improve financial literacy.Even though this activity still not showing the significant impact to the reading and writing skills of the children, but this activity gives benefits in terms of increasing the interest in reading, writing, and retelling something new. Enterpreneurial skills of some participants have have also created at the end of the activity. To achieve more optimal results, this activities should be done regularly with well-planned schedule.

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 Role of Tahfidzul Quran Learning to Build the Students’ Character at Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga

2018 ◽  
Vol 2 ◽  
pp. 235-245
Author(s):  
Ikhwandi Arifin
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Quality Of Education ◽  
Learning Approach ◽  
The Future ◽  
Character Building

This paper discusses the importance of the students ‘character building in the level of primary school/Islamic elementary school to face the globalization and information era. Education is the process of determining the nation’s character. Good or bad character of the nation in the future will be determined by the present quality of education. Building the character through Tahfidzul Quran learning approach is expected to be the main foundation to improve the degree and prestige of learners as the asset of the nation. This study aimed to describe the process of Tahfidzul Quran learning which included planning, organizing, doing action and monitoring the important role of learning itself to build the learners’ character, especially in Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga.

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).

NONSENSE, ABSURDITY AND PARADOX AS LINGUISTIC AND CULTURAL CATEGORIES

2019 ◽  
Keyword(s):  
Cognitive Function ◽  
Common Sense ◽  
Point Of View ◽  
Ontological Category ◽  
Ordinary Meaning ◽  
New Meanings ◽  
Points Of View ◽  
Human Thinking

In the article the analysis of nonsense, absurdity and paradox from the standpoint of linguistics is giv-en. Different points of view on these categories in relation to the meaning are considered. An attempt is made to reveal the commonality and specificity of nonsense, absurdity and paradox. Some researchers consider nonsense and paradox as a kind of absurdity. There is a dichotomous point of view on nonsense as one of the components of absurdity. However, there are works where these categories are differentiat-ed, for example, absurdity is understood as an ontological category, and nonsense as an epistemological category. There is a view of these categories through the allocation of "non-sense", "out-sense" and 136 "counter-sense" there is also a view that in the case of nonsense we are talking about the incompatibility of representations, and in the case of absurdity-the incompatibility of objects. If there are criteria that allow us to consider the presence of this phenomenon as natural, absurdity ceases to exist. Consequently, the view is expressed that nonsense, absurdity and paradox are different categories of thinking. Paradox is a contradiction arising from the presence of two or more common sense. The absurdity can be seen as a" counter-sense» opposing common sense and putting forward the concept of active impossibility of the latter's existence. As for nonsense, it is the meaning of metaphysical level – a meaning that goes beyond the ordinary meaning and creates new meanings. It is concluded that nonsense, absurdity and paradox are independent categories of human thinking, which is a manifestation of the cognitive function of hu-man consciousness.

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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