Mental Health of Preschool and Primary School Children: Dynamics and Improvement

2020 ◽  
Author(s):  
Valentina Spichak ◽  
Valentina Sirotinkina ◽  
Irina Sokolenova ◽  
Iuliia Akulinina
Keyword(s):  
Mental Health ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Average Score ◽  
The Internet ◽  
Control Group ◽  
Joint Work ◽  
Experimental Group

Abstract Background: Improving the mental health of children is one of the main tasks for modern society. The aim of the work is to study the dynamics of mental health in preschool and primary school children under a psychological and pedagogical experiment. Methods: The study was conducted at 12 kindergartens (250 children) and 3 primary schools (200 children) in 2018 – 2019, in Moscow (Russian Federation). Children of each age group were divided into 2 groups according to the time spent on the Internet. The control group spent up to 15 minutes a day. The experimental group had an uncontrolled pastime. In total, there were 4 groups. The performance indicators (average score) and the dynamics of aggression were studied. The parents were provided with a survey. Children and parents had lectures with psychologists and teachers during the second academic year. The child aggression can be associated with an extra time spent on the Internet and the conniving attitude of parents. Results: The conducted research confirmed the importance of complex actions in reducing the aggressiveness and improving the mental health of children. The joint work of psychologists, parents and children themselves gave positive results. The control groups children significantly faster reduced aggressiveness by 1.4 - 1.6 times, on average, comparing to the experimental groups (1.2 times, p ≤ 0.05). The aggressiveness of children is associated with a lack of parents’ attention, that leads to uncontrolled surfing on the Internet and playing video games. Children from the experimental group demonstrated aggressive behavior 1.5 - 1.7 times more often than children from the control group (p ≤ 0.01). The survey of parents showed the same pattern. Thus, connivance of aggression and an aggressive reaction to communication with teachers were more significant (0.5 - 0.7 times, p ≤ 0.05) in the experimental group compared with the control. Conclusions: The improvement of the behavior of children was successful already after a 1 year of the experiment. The academic performance improved, while aggressiveness decreased in all groups.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

Does Beauty Matter? The Effect of Perceived Attractiveness on Children’s Moral Judgments of Harmful Actions against Animals

2021 ◽  
pp. 001391652110146
Author(s):  
Silvia Collado ◽  
Rocío Rodríguez-Rey ◽  
Miguel A. Sorrel
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Children ◽  
Moral Judgments ◽  
Primary School Children ◽  
Control Group ◽  
Education Intervention ◽  
Moral Transgressions ◽  
Experimental Group ◽  
Perceived Attractiveness

The current research asks whether children’s judgments of harmful actions toward animals depend on animals’ perceived attractiveness. In Study 1, primary school children ( N = 359) rated the perceived attractiveness of six animals and judged how severe it is to hurt them, as compared to moral transgressions, social-conventional transgressions, and personal choices. Hurting attractive animals was perceived as severe as hurting another child, while hurting unattractive animals was evaluated as less serious than social-conventional transgressions. In Study 2, we experimentally tested whether the attractiveness of animals rated as unattractive in Study 1 could be influenced by an environmental education intervention. After the intervention, children in the experimental group ( N = 21) rated unattractive animals as more attractive than before the intervention, and this led to judging harming these animals more severely than before the intervention. No changes were found in the control group ( N = 20).

Evaluate the effectiveness of structured teaching program on knowledge regarding moral development among higher primary school children in selected schools at Kollegal

2021 ◽  
pp. 359-363
Author(s):  
Vishakantamurthy D G ◽  
Kavya B P ◽  
Manjula S ◽  
Prasannakumar M S
Keyword(s):  
Moral Development ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
Research Approach ◽  
Teaching Program ◽  
Chi Square ◽  
Structured Teaching ◽  
Experimental Group

Children learn their morals both from their family of origin, and the larger community of friends and school. This process can be guided and worked with a bit better if the adult understands the different levels of moral understanding that a child goes through at what age. The research approach adopted for the study was evaluative approach and the research design adopted was quasi experimental design. Fifty students from National higher primary school, kollegal were selected as control group and fifty students from xiv wisdom school; kollegal was selected as experimental group by purposive sampling. Structured questionnaire containing 24 items on knowledge had used. The reliability of the tool was tested by using test retest method and it was found to be r =0.97 for knowledge questionnaires. Pre assessment of knowledge regarding moral development was done after which the structured teaching program was administered to the higher primary school children in experimental group alone and the post assessment was done after 7 days gap. Data were analyzed by SPSS version -16 t” test was used for finding the effectiveness, Chi square test was used for finding out the association between demographic variables and pretest knowledge. The findings of the study revealed that the planned teaching program regarding moral development among higher primary school children was effective and the posttest knowledge on moral development higher than the pretest score. Hence the structured teaching program found to be effective in increasing the knowledge of students.

scholarly journals THE USE OF A DIGITAL MICROSCOPE FOR THE DEVELOPMENT OF YOUNG SCHOOLCHILDREN'S IDEAS ABOUT PLANTS, ANIMALS AND FUNGI

2021 ◽  
Vol 86 (6) ◽  
pp. 19-29
Author(s):  
Kamilya G. Gabdulinova ◽  
Maria A. Kovrova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Experiment ◽  
Educational Process ◽  
Primary School Children ◽  
Control Group ◽  
Nature Study ◽  
Teaching Aids ◽  
Digital Microscope ◽  
Experimental Group

At present the use of technical teaching aids based on digital technologies in the educational process in primary schools is gaining special relevance, and the digital microscope is indicated in a number of syllabi for the course "Nature study" in primary schools in the section “Material and technical support”. The teacher is free to decide on what topics, in the study of what objects or natural phenomena, with the use of what methods to use this teaching tool. The aim of the study is to identify the influence of the use of the digital microscope on the development of children’s ideas about plants, animals and fungi in primary school. The pedagogical experiment was carried out for 2 years on the basis of two secondary schools in the city of Kirov, Russian Federation. 140 third grade students (72 students in the experimental group and 68 students in the control group) took part in the experiment. For the development of ideas about plants, animals and fungi in primary school children at Nature study lessons two methods were implemented: with the use of the digital microscope (in the experimental group) and without its use (in the control group). The results of testing third-graders before and after the teaching experiment showed that the use of the digital microscope in the classroom contributed to students’ better assimilation of knowledge about the diversity of plants, their respiration, nutrition, reproduction and development, the diversity of animals, their reproduction and development, and the diversity of fungi than in the lessons which did not use the microscope. This is proved by statistically significant differences in the test results of the experimental and control groups after the experiment. The findings of the study can provide a starting point for subject curriculum developers and teachers interested in using the digital microscope in primary school education.

Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?

2009 ◽  
Vol 19 (2) ◽  
pp. 116-130 ◽  
Author(s):  
Orla Tyson ◽  
Clare M. Roberts ◽  
Robert Kane
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Primary School ◽  
Usual Care ◽  
Primary Schools ◽  
Primary School Children ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Usual Care Control Group

AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.

scholarly journals An Animal-Assisted Education Intervention with Dogs to Promote Emotion Comprehension in Primary School Children—The Federico II Model of Healthcare Zooanthropology

Animals ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 1504
Author(s):  
Cristiano Scandurra ◽  
Antonio Santaniello ◽  
Serena Cristiano ◽  
Fabrizio Mezza ◽  
Susanne Garzillo ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Mixed Model ◽  
Peer Interactions ◽  
School Setting ◽  
Primary School Children ◽  
Control Group ◽  
Post Intervention ◽  
Experimental Group

Emotion comprehension (EC) is a crucial competence for children, as it determines the quality of peer interactions. This study assessed the efficacy of an animal-assisted education (AAE) intervention with dogs based on the Federico II Model of Healthcare Zooanthropology (FMHZ) to promote EC in a group of primary school children. One hundred and four children (48 females) aged 6–7 years took part in the study, of whom 63 participated in the AAE intervention (i.e., experimental group) and 41 did not (i.e., control group). The intervention was deployed in a school setting through a group format and consisted of five bimonthly sessions. EC was assessed pre- and post-intervention, and at a 3-month follow-up. Student’s t-test and mixed-model ANOVA were performed to analyze the effect of the intervention on EC. EC significantly improved in children of the experimental group compared to the control group. Significant time effects from pre- to post-intervention, post-intervention to follow-up, and pre-intervention to follow-up assessment were found in the experimental group only. AAE based on FMHZ was effective in improving EC in children.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

ONLINE LEARNING AND PARENTAL STRESS DURING COVID-19 PANDEMIC; A STUDY AMONG MOTHERS OF LOWER PRIMARY SCHOOL CHILDREN IN KERALA.

2021 ◽  
pp. 28-30
Author(s):  
Keerthana. K ◽  
Kavya R Nair
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Primary School ◽  
School Children ◽  
Parental Stress ◽  
Online Survey ◽  
Survey Design ◽  
Mental Health Program ◽  
Primary School Children ◽  
Snowball Sampling

This study focuses on the stress level of the mothers of primary school children due to online learning, during Covid-19 pandemic. The researcher used descriptive research method with a quantitative approach for the study. The universe is the total number of mothers of primary school children in Kerala. The researcher used snowball sampling method. Sample size was 120. The researcher used structured survey design for collecting data. The method was conducted using online survey through social media. The instrument used is perceived stress scale (PSS) by Sheldon Cohen. The study-ndings reveal that there are 83 percent of the respondents who have children of lower primary school studying from home following COVID-19 pandemic, are having moderate level of stress. Social workers can provide mental health support to the mothers of lower primary school children who are having stress through District Mental Health Program (DMHP) identify by the eld workers like ASHAs, JPHNs and JHIs.

scholarly journals Oral health in relation to nutritional status among 10 years old primary school children in Al-Hillah city/ Iraq

2019 ◽  
Vol 31 (4) ◽  
Author(s):  
Sarah Y. AL Khafaji ◽  
Nadia A Al Rawi
Keyword(s):  
Oral Health ◽  
Nutritional Status ◽  
Primary School ◽  
Rural Area ◽  
School Children ◽  
Primary Schools ◽  
Health Condition ◽  
Primary School Children ◽  
Gingival Index ◽  
Gingival Health

Background: Oral health and nutrition are in interdependent relationship that good nutritional health enhancing good oral health. Nutrition can affect the development and integrity of oral cavity and the progression of oral disease. The aim of the present study was to assess the prevalence of the gingival health condition in relation to the nutritional status, among 10 years old primary school children in urban and rural area in Al-Hillah city. Material and method: Eight hundred ninety one (891) students, aged10 years old, selected randomly from different primary schools, in urban and rural area in Al-Hillah city, were included in this study. Oral examination including of plaque index assessment, which was done according to the criteria by Silness and Loe, in 1964, gingival health conditions was determined according to Loe and Silness, 1963. Nutritional status was assessed using body mass index (BMI), following the criteria of Centers for Disease Control and Prevention growth chart (CDC). Statistical analysis was done using Kruskal Wallis test, Mann-Whitney U test and ANOVA, p-value of < 0.05 was considered as statistically significant. Results: This study showed that the majority of the sample was found to be with normal gingival health condition. No significant difference was observed between the gingival index in relation to gender, or residence also, no significant result was found, between plaque and gingival index in relation to the nutritional status. Conclusion: The majority of the sample with normal gingiva however the nutritional status had no significant effect on gingival health condition while the urbanization had an effect on oral hygiene

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