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.

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.

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.

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 Short or Irregular Sleep Duration in Early Childhood Increases Risk of Injury for Primary School-Age Children: A Nationwide Longitudinal Birth Cohort in Japan

2021 ◽  
Vol 18 (18) ◽  
pp. 9512
Author(s):  
Takafumi Obara ◽  
Hiromichi Naito ◽  
Kohei Tsukahara ◽  
Naomi Matsumoto ◽  
Hirotsugu Yamamoto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Sleep Duration ◽  
Behavioral Problems ◽  
School Age Children ◽  
School Age ◽  
Sleep Habits ◽  
Risk Of Injury ◽  
Increased Risk ◽  
Primary School Age

The aim of this study was to investigate the longitudinal relationship between shorter or irregular sleep duration (SD) in early childhood and increased risk of injury at primary school age using data from a nationwide survey in Japan. We categorized SD into seven groups: 6 h, 7 h, 8 h, 9 hrs, 10 or 11 h, >12 h, and irregular, based on questionnaire responses collected at 5.5 years old. The relationship between SD and incidence of injury at 5.5–nine years of age is shown. In addition, we completed a stratified analysis on children with or without problematic behavior at eight years old. We included 32,044 children, of which 6369 were classified as having an injury and 25,675 as not having an injury. Logistic regression model showed that shorter or irregular SD categories were associated with an increased adjusted odds ratio (aOR) for injuries (6 h: aOR 1.40, 95% confidence interval (CI) 1.19–1.66, 7 h: aOR 1.10, 95% CI, 0.98–1.23, 8 h: aOR 1.13, 95% CI, 1.02–1.26, irregular: aOR 1.26, 95% CI 1.10–1.43). The same tendency was observed with shorter or irregular SD in subgroups with or without behavioral problems. Shorter or irregular sleep habits during early childhood are associated with injury during primary school age.

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.

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.

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