scholarly journals Crafting Blindness: Its Organizational Construction in a First Grade School

2022 ◽  
Vol 4 (1) ◽  
pp. 92-108
Author(s):  
Giampietro Gobo
Keyword(s):  
Primary School ◽  
Physical Environment ◽  
First Grade ◽  
Grade School ◽  
Organizational Processes ◽  
Physical Handicap ◽  
Handicapped People ◽  
Social Organizational ◽  
Theoretical Issues

This article is based on a case study conducted in an Italian primary school where the interactions between a sightless girl (named Jasmine, aged 8) and her classmates were extensively observed. The initial aim was to understand and describe the problems encountered by the sightless pupil, who acted in a social, organizational and physical environment which was not designed for handicapped people. However, other theoretical issues emerged during the research. The main finding was that sightlessness seems socially and organizationally constructed before it becomes a biological/physical handicap. The organizational processes through which the blindness is slowly and routinely constructed were extensively described.

scholarly journals Identifying Common Errors of the First Graders in the Writing of Vertical Numbers

2019 ◽  
Vol 9 (1) ◽  
pp. 229
Author(s):  
Zeynep Doğan
Keyword(s):  
Data Collection ◽  
Primary School ◽  
First Graders ◽  
First Grade ◽  
Data Collection Tool ◽  
Research Writing ◽  
Literacy Teaching ◽  
Straight Lines ◽  
Made In

The aim of the study is to investigate the errors that first grade students have made in their writing of verticalnumbers which have just been applied by removing cursive writing. Considering the aim of the study, verticalnumber writing styles of the first-grade students in primary school were analyzed. The sample of the study consistsof 116 students who are studying in the first grade of primary school. The study was defined as a case study. A datacollection tool was developed for determining the mistakes that students made while writing the vertical numbers inline with the aim of the research. Through the data collection tool, all numbers from 0 to 9 are given as writtenstatements and it is required to write the numbers in the spaces left under them. The results obtained from theanalysis of the data include the existing types of errors that are relevant to the number writing in the students after thefirst literacy teaching processes. According to the results of the research, writing the numbers oblique,vertical-horizontal-diagonal straight lines are drawn in a curvilinear style, curvilinear and circular lines are distorted,numbers are not aligned in the direction of writing, and some numbers are written in reverse have been seen as themost common errors. In accordance with the types of errors identified in the research, it is thought that the emphasison dictation studies to increase the awareness of students will decrease these types of errors and their frequency. It isalso stated that it is important to diversify the related studies as much as possible, taking into consideration theindividual differences of the students.

scholarly journals Subversive compliance and embodiment in remedial interchanges

2020 ◽  
Vol 40 (5) ◽  
pp. 669-693
Author(s):  
Asta Cekaite
Keyword(s):  
Primary School ◽  
Adult Child ◽  
First Grade ◽  
Moral Emotion ◽  
Multiple Modalities ◽  
Temporal Duration ◽  
One Year

AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

scholarly journals Knowledge and Practices of Back Care, Experience in Colombian Children

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110234
Author(s):  
Sonia Carolina Mantilla Toloza ◽  
Carlos Alberto Jaimes Guerrero ◽  
Piedad Rocio Lerma Castaño
Keyword(s):  
Education Program ◽  
School Context ◽  
Intervention Group ◽  
First Grade ◽  
The Body ◽  
Control Group ◽  
Preventive Strategy ◽  
Grade School ◽  
Knowledge And Practice ◽  
Back Care

Early back care has become the preventive strategy to mitigate bad postural habits and musculoskeletal alterations that trigger inadequate postural patterns in the body schema. The objective was to determine the knowledge and practice of back care in first-grade school children after applying an educational intervention for back care. Quasi-experimental study with pre-test and post-tests in a sample of 71 first grade school students. Knowledge and practices for back care were evaluated before and after of the intervention. During 5 weeks, a program of education for back care was developed in the intervention group, formed by concepts about anatomy, physiology, alterations of the spine, adoption of appropriate postures and movements in school life and the execution of adequate movements learned. Simultaneously, physical exercises based on aerobic work, strengthening and stretching the back muscles were carried out with the children in the control group. A linear regression model and a two-level hierarchical model were applied to estimate the effect of the intervention. After the execution of the back care education program, a better score was found in the knowledge and practice questionnaire, which was different between the intervention group and the control group (1.72 95% CI 1.21-2.24). The development of an education program generated a change in the score of the questionnaire on knowledge of back care in the intervnetion group, which suggests the implementation of these strategies in the school context during early childhood, contributing to the prevention of back disorders and deficiencies

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