THE INFLUENCE OF THE LEVEL OF SOCIAL COMPETENCIES OF A CHILD IN KINDERGARTEN: THE ADAPTATION OF A PUPIL IN THE 1ST GRADE OF PRIMARY SCHOOL

2021 ◽  
Author(s):  
Jitka Petrová ◽  
Martina Fasnerová
Keyword(s):  
Primary School ◽  
Social Competencies

scholarly journals Development of Social Competencies of Primary School Children in Schools with Different Ways of Organizing Educational Interactions

2021 ◽  
Vol 17 (2) ◽  
pp. 50-58
Author(s):  
V.V. Rubtsov ◽  
I.M. Ulanovskaya
Keyword(s):  
Primary School ◽  
School Children ◽  
Fourth Graders ◽  
Primary School Children ◽  
Learning Activity ◽  
Traditional Schools ◽  
School Students ◽  
Developmental Learning ◽  
Social Competencies ◽  
Educational Interactions

The article focuses on the results of the study on the development of social competencies in primary school students studying in schools with different ways of organizing educational interactions. Two types of schools are analyzed: a school that implements a system of developmental learning (the method of D.B. Elkonin — V.V. Davydov), and a school based on traditional teaching methods. The research is based on the principle of activity theory, according to which the development of social competencies in the learning activity is mediated by the ways of organizing learning interactions and forms of communication between children and adults, aimed at a joint search for a common way to solve a certain class of problems. The study involved fourth graders from Moscow schools (258 students). The author's method "The conflict" was used. It allows to study the students' search for a way to solve the visual-logical problem of identifying a system of features and multiplying them. The article discusses statistically significant differences in the results demonstrated by fourth graders from different types of schools. It is shown that the school of developmental learning creates favorable conditions for students to master productive forms of group interaction, which increases the effectiveness of joint problem solving, and ultimately contributes to the development of social competencies in primary school children. In students, studying in traditional schools, the phenomenon of "loss of content" in communicative competencies was revealed: children united in a group to solve a problem lost their focus on analyzing the content of the problem, replacing the process of finding a joint solution by demonstrating the learned rules of interaction.

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

2020 ◽  
Vol 5 (4) ◽  
pp. 843-852 ◽  
Author(s):  
Nancy Tarshis ◽  
Michelle Garcia Winner ◽  
Pamela Crooke
Keyword(s):  
Social Development ◽  
Social Goals ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Social Competencies ◽  
The Social ◽  
Social Landscape ◽  
Communication Challenges ◽  
Primary Focus ◽  
Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

The Type D Construct

2014 ◽  
Vol 30 (4) ◽  
pp. 283-288 ◽  
Author(s):  
Gesine Grande ◽  
Matthias Romppel ◽  
Matthias Michal ◽  
Elmar Brähler
Keyword(s):  
Social Functioning ◽  
Negative Affectivity ◽  
Population Based ◽  
Type D Personality ◽  
Social Orientation ◽  
German Population ◽  
Social Competencies ◽  
Social And Emotional ◽  
Type D ◽  
Worse Prognosis

The interaction of negative affectivity (NA) and social inhibition (SI), known as the Type D personality, is associated with a worse prognosis in cardiac patients. Until now, causal models have been speculative, and this is partly due to a lack of clarity related to the validity of SI, its role in emotion regulation, and the postulated independence of social and emotional functioning. To examine the construct validity of the Type D personality, we analyzed associations of NA and SI with different measures of affectivity, social anxiety, and social competencies in a German population-based representative sample (n = 2,495). Both NA and SI were associated with all other measures of social functioning and negative affect (all rs > .30) and showed considerable cross-loadings (NA: a 1 = .39, a 2 = .63; SI: a1 = .73 and a2 = .34) in a two-factor solution with the factors labeled as Social Functioning and Negative Affectivity. The SI subscale did not properly differentiate between social fears and social competencies, which emerged as rather different aspects of social functioning. Further studies should examine the effect of broader dimensions of social orientation and competencies and their interaction with NA on cardiac prognosis.

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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