scholarly journals Artistic activities and creativity in argentinian school-age children

2012 ◽  
Vol 5 (2) ◽  
pp. 40-48 ◽  
Author(s):  
Gabriela Krumm ◽  
Viviana Lemos
Keyword(s):  
Creative Thinking ◽  
Peer Assessment ◽  
School Age Children ◽  
School Age ◽  
Self Assessment ◽  
Personality Scale ◽  
Parental Assessment ◽  
Creative Personality ◽  
The Creation

This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).

scholarly journals Continuous Assessment in ESP Context

2017 ◽  
Vol 6 (1) ◽  
pp. 138
Author(s):  
Iryna Didenko ◽  
Olena Filatova
Keyword(s):  
Creative Thinking ◽  
Extrinsic Motivation ◽  
Soft Skills ◽  
Peer Assessment ◽  
English For Specific Purposes ◽  
Control Group ◽  
University Graduates ◽  
Continuous Assessment ◽  
Self Assessment ◽  
The Difference

Due to the globalization process and scarcity of learning hours Ukrainian higher educational standards in terms of English for Specific Purposes course are being reconsidered currently to enable university graduates to be highly competitive in the world labour market. Under these conditions assessment as an integrated part of any process of learning has to be reviewed as well. Earlier assessment was used as a tool for increasing extrinsic motivation of students and measuring their success, but nowadays, when the learning hours have been decreased dramatically, we have researched, how to reduce possible demotivating effect of assessment and how to use assessment for enhancing intrinsic motivation of students. For that purpose we have used a variety of continuous assessment. Moreover, we have managed to contribute in the development of 21-st century skills of our students (critical thinking, creative thinking, collaborating, communicating) through self-assessment and peer-assessment while they were developing the criteria for assessment themselves. Furthermore, during the experiment that lasted from September, 2016 till June, 2017 students under our supervision have developed the lists of criteria for assessing such soft skills as presenation preparation and delivery, participation in discussions, etc. The results of the experiment were measured with the help of summative assessment at the end of the study year and questionnaires that students under experiment filled in January, 2017 and in June, 2017. The difference with the control group was tremendous.

scholarly journals NON - PHARMACOLOGICAL PAIN MANAGEMENT IN POSTOPERATIVE CARE OF SCHOOL - AGE CHILDREN

2017 ◽  
Vol 27 (6) ◽  
pp. 71-79
Author(s):  
Svajūnė Goštautaitė ◽  
Viktorija Piščalkienė ◽  
Sari Laanterä ◽  
Leena Uosukainen
Keyword(s):  
Pain Management ◽  
Pain Assessment ◽  
Assessment Methods ◽  
School Age Children ◽  
School Age ◽  
Structured Interviews ◽  
Parental Assessment ◽  
Subjective Pain ◽  
Data Content ◽  
Children's Pain

The aim of this study was to evaluate children‘s postoperative pain assessment and management methods applied in practice by nurses from Lithuania and Finland. Methods. Individual in - depth semi - structured interviews by non - probabilic snowball (network) and purposive sampling, data content analysis. 20 nurses in Lithuania and 5 nurses in Finland, who work at pediatric surgical and pediatric wards, where children after surgeries are treated. Results. The research has shown differences between postoperative school - age children‘s pain management practise by Lithuanian and Finnish nurses. Lithuanian nurses use smaller variety of these methods than nurses from Finland. All nurses agree that non - pharmacological children pain management is effective and useful. Conclusions. The usage of subjective and objective pain assessment methods by Finnish and Lithuanian nurses is similar, just Lithuanians mostly trust subjective verbal and objective behavioral, appearance pain assessment methods, whereas Finnish combine and use all the subjective pain assessment methods like verbal, parental assessment and using scales as well as objective behavioural assessment. There is a difference between pain management practise by Finnish and Lithuanian nurses. Finnish nurses evenly use all of non - pharmacological methods, whereas Lithuanian nurses mostly trust on physical and rehabilitation methods as well as communication.

scholarly journals Makerspaces, flexible and inclusive learning environments. A scoping review

2021 ◽  
Vol 21 (2) ◽  
pp. 78-92
Author(s):  
Laura Menichetti ◽  
Silvia Micheletta
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Scoping Review ◽  
Scientific Literature ◽  
Experimental Studies ◽  
Children And Youth ◽  
School Age Children ◽  
School Age ◽  
Inclusive Learning ◽  
The Creation

The contribution analyzes the scientific literature from 2000 to 2021 to determine in which training contexts makerspaces are used and for what purposes, for preschool and school age children and youth. The scoping review shows that many experiences are documented in literature, but few experimental studies exist. However, the examples collected, of a constructionist nature, show some privileged areas of intervention: makerspaces are recognized as a valid tool for the development of problem solving and creativity skills, for a more conscious application in the technical-scientific-artistic disciplines, for the creation of inclusive contexts, in situations of social disease or of people more frequently excluded and underrepresented.   Makerspace, ambienti di apprendimento flessibili e inclusivi. Una scoping review Il contributo analizza la letteratura scientifica dal 2000 al 2021 per determinare in quali contesti formativi siano utilizzati i makerspace e con quali finalità, per bambini e ragazzi di età prescolare e scolare. La scoping review mostra che in letteratura sono documentate molte esperienze, ma esistono pochi studi sperimentali. Gli esempi raccolti, di stampo costruzionista, mostrano però alcune aree privilegiate di intervento: i makerspace sono riconosciuti come valido strumento per lo sviluppo di competenze di problem solving e creatività, per una più consapevole applicazione nelle discipline tecnico-scientifiche-artistiche, per la realizzazione di contesti inclusivi soprattutto in situazioni di disagio sociale o di persone più frequentemente escluse e sottorappresentate.

Creativity and Cognitive Style in Learning Disabled and Nondisabled School Age Children

1980 ◽  
Vol 46 (1) ◽  
pp. 299-305 ◽  
Author(s):  
Jan Marie Sigg ◽  
Richard M. Gargiulo
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Learning Disabled ◽  
School Age Children ◽  
School Age ◽  
Creative Processes ◽  
Significant Difference ◽  
Educational Implications ◽  
Chi Squared ◽  
Matching Familiar Figures Test

The present study investigated the cognitive style and creative processes of 42 learning disabled and 44 nondisabled students. Subjects were randomly selected and administered the Matching Familiar Figures Test and the Torrance Test of Creative Thinking. A chi-squared analysis suggested a significant difference between the cognitive styles of the two groups of children. Multivariate analysis of variance indicated no significant differences in creativity between learning disabled and nondisabled students, or between reflective and impulsive individuals. Correlational analyses suggested that errors and latencies on the Matching Familiar Figures Test were not significantly related to the creative abilities of either learning disabled or nondisabled children. Theoretical and educational implications of results were discussed.

scholarly journals Results of self-assessment of health status of school-age children living in rural areas

2019 ◽  
Vol 26 (2) ◽  
pp. 12-17 ◽  
Author(s):  
K. E. Moiseeva ◽  
Yu. V. Kondratieva ◽  
A. V. Alekseeva ◽  
Sh. D. Kharbedia
Keyword(s):  
Health Status ◽  
General Education ◽  
Rural Areas ◽  
Objective Assessment ◽  
School Age Children ◽  
Average Score ◽  
School Age ◽  
Self Assessment ◽  
Group I ◽  
Pskov Region

The objective was to assess the health status of school-age children living in rural areas.Material and methods. The study was carried out by the method of the main array by anonymous questioning of 106 schoolchildren of grades 7–11 at the age of 12–17 years, trained in the municipal general education institution «Secondary School № 1» in the city Dno of the Pskov Region. The information obtained from Form № 026/y-2000 was used for an objective assessment.Results. We determined that 52.8 % of the children who studied at the rural school in grades 7–11 were girls whose average age was (14.72±0.2) years, brought up in a full family (69.8 %) with two children (48.2 %), with a good financial situation (52.9 %). Studying self-esteem of schoolchildren’s health showed that the average score set by children was (3.86±0.08). Girls are worse than boys, they evaluate their health. The study of the frequency of acute diseases in children and the number of days missed by them due to disease during the school year showed that the average number of diseases was (1.61±0.19) times, the number of missed days was (7.9±0.76) days. We found out that only 18.8 % of children did not go to school when they were sick. 63.2 % of children were engaged in sports, while 30.2 % were engaged in sports regularly. All 100.0 % of boys were more or less engaged in sports, among them 64.0 % of schoolchildren were regularly engaged in sports. Among girls, no one was regularly engaged in sports, 30.4 % was irregularly engaged in sports. Studying the attitude of schoolchildren to smoking and drinking alcoholic drinks showed that 8.5 % of schoolchildren smoked regularly, 15.1 % of schoolchildren drank low-alcohol drinks from time to time, 18.9 % – wine, and 4.7 % of schoolchildren – strong spirits. According to medical records, more than half of schoolchildren had disharmonious physical development (55.8 %). The estimation of the distribution of children by health groups showd that among schoolchildren the proportion of children of group I was 21.4 %, group II – 59.1 %, group III – 17.7 %, group IV – 1.8 %, groups V – 0 %.Conclusion. Indicators of self-assessment of schoolchildren’s health and the proportion of children involved in sports in the Pskov Region were lower than on the average in the Russian Federation. The health level of schoolchildren living in rural areas was lower than the average Russian indicators.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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