scholarly journals Features of Development of Social Intelligence in Primary School Age

2020 ◽  
Vol 12 (2) ◽  
pp. 91-107
Author(s):  
I.V. Emelyanova ◽  
I.Y. Kulagina
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Personal Development ◽  
Social Intelligence ◽  
School Age ◽  
School Life ◽  
The Social ◽  
Medium Level ◽  
Emotional Component ◽  
Primary School Age

The article provides a review of ideas about social intelligence and information about severity of its various components in primary school age. During this period, the development foundations are laid for the next age stages, and social intelligence is the foundation of personal development. The review given by the authors showed that at the beginning of primary school age, social intelligence is at a low or medium level of development. Throughout the entire age period, the development of individual components occurs heterochronously. The child is consistently mastering social skills and is better aware of himself; these tendencies are distorted by the excessive enthusiasm for computer games. The regulation of their emotions and social sensitivity are initially more characteristic of girls, at the end of the period – to the same or greater extent in boys whose development of the emotional component of social intelligence is slowed down. At the behavioral level, the underdevelopment of the social intelligence of younger students is manifested in the difficulties of adapting to school life and communicative problems. Thus, social intelligence developed in primary school age ensures the use of optimal behaviors in interaction with others, satisfaction with family and school life.

scholarly journals Origin of differences between Serbian and Roma children in social intelligence test's achievement

Psihologija ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 327-342
Author(s):  
Gordana Djigic
Keyword(s):  
Primary School ◽  
Educational Level ◽  
Social Intelligence ◽  
School Age ◽  
Social Situations ◽  
Important Indicator ◽  
Test Items ◽  
Cultural Status ◽  
Primary School Age

The goal of the presented research is to identify the origin of differences between Serbian (N=166) and Roma children (N=169) of primary school age in achievement on Modified Rosenzweig Test, used as a measure of social intelligence (Roma children had lower results than Serbian children). Results show that these differences can be partly explained with extreme inviolable socio-economic and cultural status of Roma children. Social intelligence test's scores are significantly correlated with socio-economic and cultural status; this correlation is more apparent in Roma than in Serbian sample. Differences between Serbian and Roma children become less apparent when we control the influence of socio-economic and cultural status. Parent's educational level is recognized as the most important indicator of socio-economic and cultural status. Another way to identify the origin of differences was directed to investigation of adequacy of used test as a measure of social intelligence of Roma children. Our assumption that some items make whole test unfair for Roma children is not confirmed. However, results concerning the relation between experience with particular social situations and success in particular test items, and results concerning the different structures of implicite understanding of social intelligence by Serbian and Roma parents, point out that test key favors responses that Serbian people accept as optimal in task situation, while the responses according to Roma implicite understanding of social intelligence are less valued.

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.

Use of Social and Pedagogical Potential of Done Outside of Class Hours Activity for Adaptation of Young Schoolchildren to Study

2018 ◽  
Vol 6 (2) ◽  
pp. 43-47
Author(s):  
Ирина Иванова ◽  
Irina Ivanova
Keyword(s):  
Primary School ◽  
New World ◽  
Educational Practice ◽  
Positive Influence ◽  
School Age ◽  
The Social ◽  
Pedagogical Orientation ◽  
New Type ◽  
Kaluga Region ◽  
Primary School Age

In the article, the positive influence of done outside of class hours activities on the process of adapting children of primary school age to study as a new type of activity is considered on the example of the experience of Kaluga and Kaluga region schools. The description of the author’s program of done outside of class hours activities of the social and pedagogical orientation “My New World” is given, which can be widely used in regional educational practice when organizing done outside of class hours classes with younger schoolchildren.

scholarly journals Comparative Study of Features of Social Intelligence and Speech Behavior of Children of Primary School Age with Impaired Mental Function

2018 ◽  
Vol 7 (1) ◽  
pp. 60-74
Author(s):  
D. Shcherban
Keyword(s):  
Comparative Study ◽  
Primary School ◽  
Social Intelligence ◽  
Mental Development ◽  
Point Of View ◽  
School Age ◽  
Mental Function ◽  
Mental Functions ◽  
Qualitative Level ◽  
Primary School Age

The article discusses the concept of social intelligence and its characteristics in children of primary school age with impaired mental functions. The concept and main features, including speech, are discussed, delays of mental development, the importance of detained development for social intelligence and speech behavior are also considered. Also, the concept of speech behavior is analyzed, the author defines the phenomenon, describes its specific features, which are distinguish its structure, and consist of six components: verbal, emotional, motivational, ethical (moral), prognostic, semantic (cognitive). Particular attention is paid to the position of social intelligence in the structure of speech behavior of children of primary school age with a impaired mental functions. Indicators of social intelligence were analyzed from the point of view of speech behavior of children with different rates of mental development and compared with its components at a qualitative level. The study used both author's and well-known techniques.

Prevention of disruption of adaptation in children upon entering preschool and school

1986 ◽  
Vol 67 (4) ◽  
pp. 276-281
Author(s):  
A. A. Solntsev ◽  
R. R. Shilyaev ◽  
A. K. Ageev ◽  
L. A. Zhdanova ◽  
O. M. Filkina ◽  
...  
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Methodological Approach ◽  
Mental Development ◽  
School Age ◽  
State Of Health ◽  
Initial State ◽  
The Social ◽  
Dynamic Examination ◽  
Primary School Age

In order to provide a pathogenetic substantiation and develop a system of measures to facilitate children's adaptation to new microsocial conditions, a comprehensive dynamic examination with a unified methodological approach was conducted in 299 children of early childhood, preschool and primary school age on entering nursery, kindergarten and school. The initial state of health, the level of physical and mental development, and, in addition, the degree of psychofunctional readiness for learning were examined in all children. The data of the social and biological anamnesis were analyzed in detail.

Use of Social and Pedagogical Potential of Done Outside of Class Hours Activity for Adaptation of Young Schoolchildren to Study

2018 ◽  
Vol 6 (1) ◽  
pp. 31-35
Author(s):  
И. Иванова ◽  
I. Ivanova
Keyword(s):  
Primary School ◽  
New World ◽  
Educational Practice ◽  
Positive Influence ◽  
School Age ◽  
The Social ◽  
Pedagogical Orientation ◽  
New Type ◽  
Kaluga Region ◽  
Primary School Age

In the article, the positive influence of done outside of class hours activities on the process of adapting children of primary school age to study as a new type of activity is considered on the example of the experience of Kaluga and Kaluga region schools. The description of the author’s program of done outside of class hours activities of the social and pedagogical orientation “My New World” is given, which can be widely used in regional educational practice when organizing done outside of class hours classes with younger schoolchildren.

scholarly journals Social distance and stereotypes of Roma at the primary school age

Psihologija ◽  
2006 ◽  
Vol 39 (2) ◽  
pp. 167-182 ◽  
Author(s):  
Mirjana Francesko ◽  
Vladimir Mihic ◽  
Jelena Kajon
Keyword(s):  
Primary School ◽  
Ethnic Groups ◽  
Social Distance ◽  
School Age ◽  
The Social ◽  
Novi Sad ◽  
Primary School Age

The sample of the research presented in this paper consisted of 575 children age 10 and 11 from four of Novi Sad`s primary school. 58 of them were Roma and the rest were Serbs, Hungarians, Croats, etc. The paper deals with the social distance toward the six ethnic groups (Roma, Serbs, Croats Hungarians, Slovaks and Ruthenians), as well as stereotypes of Roma both in Roma and non-Roma children. Sample has also been divided in two by the criteria of Roma children attending the same classes as the children in the sample or not. The results show that social distance toward the Roma is higher than any other social distance in this sample. Also, we were not able to find any significant differences in this social distance between children who attend the school with the Roma children and those who do not. As could be expected, the auto stereotypes were more positive than the hetero stereotypes.

scholarly journals STUDY OF MATERNAL ATTITUDES TO PRIMARY SCHOOL AGE CHILDREN WITH SEVERE SPEECH DISORDERS

2020 ◽  
Vol 54 (4) ◽  
pp. 108-117
Author(s):  
L.V. ARAMACHEVA ◽  
◽  
E.R. BADRUTDINOVA ◽  
O.V. GRUZDEVA ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Personal Development ◽  
Parental Attitudes ◽  
Speech Disorders ◽  
School Age Children ◽  
School Age ◽  
Emotional Acceptance ◽  
Maternal Attitudes ◽  
Emotional Interaction ◽  
Primary School Age

Statement of the problem. The authors study the characteristics of maternal attitudes towards children of primary school age with severe speech disorders. Currently, a large number of studies of the impact of the family on the development of the child are recorded, while there are practically no studies of parental attitudes towards children with developmental disorders, including children with severe speech disorders. The purpose of the article is to describe the specifics of maternal attitudes to children of primary school age with severe speech disorders and to substantiate the directions and content of psychological and pedagogical work with this category of mothers. The research methodology is composed of scientific concepts reflecting the general and specific laws of the mental development of children, presented in the works of L.S. Vygotsky, A.N. Leontiev, V.V. Lebedinsky; studies by V.V. Tkacheva, characterizing the relationship of parents and children in families raising children with developmental disabilities; works by A.Y. Varga, A.S. Spivakovskaya, R.V. Ovcharova, Y.B. Hippenreuter, substantiating the significance of psychological support of the family to ensure the full mental and personal development of the child. The study involved 30 mothers raising primary school age children with severe speech disorders. The psychodiagnostic tool was the methodology for studying parental attitudes, developed by A.Y. Varga and V.V. Stolin, aimed at identifying the predominant type of parental attitudes towards the child; the methodology “Questionnaire of child-parental emotional interaction”, proposed by E.I. Zakharova, which allows assessing the severity of such indicators of parent-child interaction as sensitivity, emotional acceptance, behavioral manifestations. Research results. The peculiarities of maternal attitudes towards children of primary school age with severe speech disorders are described. It was established that mothers are characterized by a destructive attitude towards a child: the predominant types of parental relationship are “Authoritarian Hypersocialization” and “Little Loser”, which indicates the desire of mothers to exercise total control over the behavior of the child, based on the belief that the child is too small, immature, compared to peers, is not adapted to independent life. At the same time, the emotional interaction of mothers with children is characterized by insufficient expression of emotional acceptance, the ability to provide emotional support to the child. Conclusion. Based on the identified features of parental attitude to children with severe speech disorders, the authors proposed and substantiated a system of psychological and pedagogical work with mothers, which involves: informing parents about the features of mental and personal development of a child with severe speech disorder; mastering techniques of effective communication with the child; establishing a friendly parent-child relationship. The main content of this work is psychological education, as well as individual and group counselling of parents.

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.

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