scholarly journals THE FORMATION OF UNIVERSAL EDUCATIONAL ACTIONS OF FORMULATING AND SOLVING PROBLEMS IN PRIMARY SCHOOL CHILDREN

2016 ◽  
Vol 2 ◽  
pp. 446
Author(s):  
Tatiana Solovyova ◽  
Tatiana Smirnova
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Educational Process ◽  
Primary School Children ◽  
Structural Components ◽  
School Practice ◽  
Cognitive Actions

The article is intended for the organization of the effective intellectual development of junior schoolchildren. For this purpose, the article presents the structure of the universal cognitive actions for formulating and solving problems allowing teachers to manage their forming in the educational process of primary school. The substantial characteristic of each of the structural components built through the analysis of theoretical sources, the pilot study and the standardized observation of the school practice that have been conducted made it possible to describe the criteria, the indicators and the levels of formation of the universal educational actions for formulating and solving problems by primary school children.

scholarly journals Meaning formation in younger schoolchildren with speech disorders in the context of didactic approach

2019 ◽  
Vol 70 ◽  
pp. 01012
Author(s):  
Elena Matsyuk ◽  
Elena Belova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Intellectual Development ◽  
Poor Performance ◽  
Speech Disorders ◽  
Educational Process ◽  
Primary School Children ◽  
Integrative Approach ◽  
Social Adaptability

The article reviews the content and continuity of didactic conceptions of teaching primary school children with disabilities in modern conditions. The authors examine the nature of the reasons for poor performance of students with speech disorders, and reveal the contradictions of the integrative approach in education, as well as the possibilities of resolving these contradictions through the use of meaning pedagogy. The problem of designing an effective teaching model for primary schoolchildren with speech disorders is posed which can contribute to the formation of a positive image of the “Self”, the formation of an emotionand value-related attitude to reality and adequate perception of oneself in the world. The authors suggest that children with speech disorders with potential prerequisites for intellectual development are able to overcome communicative, cognitive and personal barriers to learning much better when provided didactic conditions for triggering the mechanism of meaning initiations in comparison with children with other manifestations of limited health abilities. An attempt has been made to create a meaningful didactic model of teaching primary school children with speech disorders in the context of inclusive education, that allows to increase the efficiency of the educational process and the social adaptability of children with speech disorders in society.

Research Activities As a Mean of Intellectual Development of Primary Schoolchildren

2021 ◽  
Vol 9 (1) ◽  
pp. 22-30
Author(s):  
Natalya Vinogradova ◽  
Oxana Rydze
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Educational Process ◽  
Self Control ◽  
Primary School Children ◽  
Logical Thinking ◽  
Surrounding World ◽  
Research Activities ◽  
Primary Schoolchildren

The article reveals the results of research on the design of the educational process, which provides productive search and research activities of younger students. The problems arising for students in the course of solving educational problems in the lessons of mathematics and the surrounding world are analyzed. The value of search, research for the intellectual development of primary school children is revealed. Special attention is paid to the formation of logical thinking, speech-reasoning, methods of forming the student’s ability to control and self-control.

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

Personality-oriented education as a condition of theoretical thinking development of primary school children

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zamira Aijanova ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
School Practice ◽  
Modern School ◽  
Education Environment ◽  
Primary Schoolchildren ◽  
Psychological Education ◽  
Theoretical Thinking

The specificity of personality-oriented education as ecological psychological education environment contributing to the development of primary schoolchildren theoretical thinking is considered in the article. Basic problems connected with such approach inculcation into modern school practice are singled out.

Improving Sun-Safe Knowledge, Attitude and Behaviour in Parents of Primary School Children: a Pilot Study

2012 ◽  
Vol 28 (1) ◽  
pp. 151-157 ◽  
Author(s):  
M. C. Cercato ◽  
E. Nagore ◽  
V. Ramazzotti ◽  
I. Sperduti ◽  
C. Guillén
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
School Children ◽  
Primary School Children

scholarly journals THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN

2018 ◽  
Vol 6 (3) ◽  
pp. 8 ◽  
Author(s):  
T. A. Pomerantseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Reference Points ◽  
Primary School Children ◽  
Successful Implementation ◽  
Normative Documents ◽  
Surrounding World ◽  
Main Components ◽  
Free Interaction

Introduction:the article deals with the main components of socialization and individualization of primary school children. Modern socio-cultural society sets the vector of the updated educational policy. It is not enough for a person to increase only intellectual development, it is necessary to pay attention to the education of a thinking, interacting, responsible person who can make decisions, self-develop and independently control the achievement of goals. Therefore, the normative documents, supporting the importance of socialization and individualization of students, focus on the active inclusion of the child in the socio-cultural reality due to the specific organization of the educational space of the school. The latter, in turn, is focused, on the one hand, on the education of the qualities of consciousness, thoughtfulness, responsibility, and on the other, on the development of creativity of students, the individuality of each and the ability to interact with the surrounding world.Materials and methods: critical selection of information (theoretical and comparative analysis of domestic and foreign literature) and integration of approaches and methods of different orientation (theoretical and empirical). The methodological basis of the study was: systemic, socio-cultural, dialectical, personalized approaches.Results:the author defines the main components of socialization and individualization of schoolchildren, namely motivational-target, procedural and evaluative-reflexive (diagnostic); substantiates a set of conditions that contribute to the effective socialization and individualization of children, which is based on the organization of free interaction of the child with the surrounding world. The latter is considered as its progressive socialization and individualization in the process of cognition and transformation, social and cultural patterns in different types of children's activities.The article also presents the criteria for determining the success of socialization and individualization of students: motivational, value-normative, cognitive, communicative, practice-creative.Discussion and conclusions:the proposed components of socialization and individualization of students and the described conditions of their successful implementation can be used by teachers of the school as key reference points in the implementation of educational activities.

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