Coping with Negative Emotions in Younger Schoolchildren with Disabilities

The article describes theoretical approaches to understanding the emotional sphere of primary school children with disabilities. The research featured the means of relieving negative emotions in younger schoolchildren with special needs. The goal was to identify and test the possibilities of emotional relief in this category of children. The authors determined the situations that can trigger negative emotions in children with special needs during various activities. The negative manifestations of the emotional sphere resulted from the difficulties of adaptation to a school environment, increased school anxiety, and internal conflicts. The authors also conducted a series of experiments to test various methods of emotional relief and their consequences. The methods of targeted influence proved quite efficient.

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AUTODIDACTIC FOR PARENTS OF CHILDREN STUDYING IN MULTI-ETHNIC SCHOOL ENVIRONMENT

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2019.7588 ◽

2019 ◽

Vol 7 (5) ◽

pp. 719-724

Author(s):

Elena L. Grigoryevа ◽

Maria V. Lebedkina ◽

Oleg A. Musin ◽

Gennadij N. Germanov ◽

Al'bert R. Bajmurzin

Keyword(s):

Primary School ◽

School Children ◽

School Environment ◽

Swot Analysis ◽

Survey Methods ◽

Primary Students ◽

Primary School Children ◽

School Teachers ◽

Organization Analysis ◽

Additional Education

Purpose: The article is aimed at describing a model of self-education of primary school children's parents and the results of its testing in a primary school in a multi-ethnic educational space. The leading technology of organizing self-education for parents of primary students and formation of their methods of auto-didactics is the technology of poly directional pedagogical counseling. Methodology: The following methods of measuring the effectiveness of the offered program were used: SWOT - analysis of educational problems of primary school children in a multi-ethnic educational organization, analysis of research data on related topics, pedagogical modeling, studying students' work, observation, and survey methods with graphical interpretation of the data. Result: The result of the study was a unique model of inclusion of primary students’ parents in the educational space of a multi-ethnic school. In accordance with the authors' model, an awareness program was launched for parents of primary school children. Applications: The research materials can be useful for primary school teachers, for parents of primary students, as well as for specialists in the system of additional education in working with multi-ethnic children groups, as well as for social teachers in working with migrant families to build a non-conflict educational environment. Novelty/Originality: The originality of the study lies in the development of a model for the inclusion of parents of younger schoolchildren in the educational space of a multi-ethnic school through parental self-education organized by school teachers.

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THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.4832 ◽

2020 ◽

Vol 3 ◽

pp. 618

Author(s):

Baiba Trinite

Keyword(s):

Primary School ◽

School Children ◽

School Environment ◽

Emotional State ◽

Primary School Children ◽

Education Programs ◽

Noise Sources ◽

Extensive Range ◽

Primary School Pupils ◽

The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children.

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The Experimentally Justified Opportunity of Psychological Imitation by Primary School Children of Moderators' Merciful Behavior

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2015vol2.450 ◽

2015 ◽

Vol 2 ◽

pp. 186

Author(s):

Tatiana Solovyova ◽

Victoria Guseva

Keyword(s):

Primary School ◽

Internal Consistency ◽

School Children ◽

Negative Emotions ◽

Primary School Children ◽

Professional Assessment

The article theoretically and empirically examines the possibility for psychological imitation of moderators’merciful behavior by schoolchildren. The conclusions have been drawn on the basis of the questionnaire analysis, field-proven reliability and internal consistency by means of SPSS Statistics. The authors have come to the following conclusions: firstly, primary school moderators do not always show an example of compassionate behavior to their disciples; secondly, moderators need to rethink their life position and the opportunity to correct it in order to reveal a perfect example of compassionate behavior for children; thirdly, the moderator should monitor his behavior in front of the children and manage negative emotions working with the pupils; finally, the moderators’ level of personal aggressiveness should be checked during his professional assessment test.

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ANALYSIS OF LANGUAGE SKILLS IN PRIMARY SCHOOL CHILDREN (STUDY DEVELOPMENT OF CHILD PSYCHOLOGY OF LANGUAGE)

PrimaryEdu - Journal of Primary Education ◽

10.22460/pej.v1i1.668 ◽

2018 ◽

Vol 2 (1) ◽

pp. 35

Author(s):

Dida Firmansyah

Keyword(s):

Primary School ◽

School Children ◽

School Environment ◽

Child Psychology ◽

Primary School Children ◽

School Age Children ◽

Language Abilities ◽

Elementary School Age ◽

Age Range ◽

Study Development

The skills and development of children's language are unique to observe, the researchers found several cases of varying language abilities in the age range of 6-12 years old who are still in primary school. From the perspective of child development psychology, the findings are influenced by several factors that are directly or indirectly related to the child's life. On the basis of this background, the researchers made an analysis of the results of observation of primary school children in the age range of 6-12 years with the object of research made randomly. The result of the data obtained by the researcher is that the elementary school age children have significant differences in the ability to speak in the school environment and outside the school environment.

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Coherent Speech Development in Primary School Children with Hearing Impairments

Bulletin of Kemerovo State University Series Humanities and Social Sciences ◽

10.21603/2542-1840-2020-4-1-38-46 ◽

2020 ◽

Vol 2020 (1) ◽

pp. 38-46

Author(s):

Mikhail Simkin ◽

Irina Maltseva

Keyword(s):

Primary School ◽

School Children ◽

Fairy Tales ◽

Speech Disorders ◽

Speech Development ◽

Hearing Impaired ◽

Primary School Children ◽

Hearing Impairments ◽

Auditory Analyzer ◽

Theoretical Approaches

The research featured various theoretical approaches to understanding coherent speech as a complex process in psychological and pedagogical aspects. The article focuses on characteristics of coherent speech in primary school children with normal speech development vs. those with hearing impairment. The subject of the research was the technology of coherent speech development in hearing-impaired primary schoolers. The research objective was to identify, prove, and verify the possibility of developing coherent speech in primary school children with hearing problems. A set of experiments measured and described the qualitative and qualitative parameters of coherent speech in primary school children according to specific auditory analyzer deficits. Coherent speech in hearing-impaired primary school children revealed a variety of speech disorders, which manifested themselves in a different ratio of semantic and lexical and grammatical errors at the sentence and text level. The authors propose several technologies of coherent speech development, including picture-aided storytelling, making riddles, fairy tales, and stories based on personal experience. The research proved that the coherent speech development methods should take into account the specifics of hearing impairments.

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Designing Children’s Artwork Performance Model for Primary School Environment in Malaysia

Built Environment Journal ◽

10.24191/bej.v17i2.10119 ◽

2020 ◽

Vol 17 (2) ◽

pp. 95

Author(s):

Tun Mohd Irfan Mohd Suria Affandi ◽

Ismail Said ◽

Azrul Fazwan ◽

Hisyam Rasidi ◽

Zarina Za’bar

Keyword(s):

Primary School ◽

School Children ◽

School Environment ◽

Performance Model ◽

Primary School Children ◽

Contributing Factors ◽

Art Making ◽

Children’S Participation ◽

Children's Participation ◽

Brighter Future

In Malaysia, many parents encourage thier children to pursue science stream rather than art. They perceive that those who study science holds a brighter future in securing a well paying job. Arts has always been a marginalised subject taught in school to be creative. Unfortunately, creativity is not applied to how they think. Children’s artwork performance in general affects their cognitive, pscyhological, behavioral and social development. The aim of this research is to understand children’s perspective towards art and art-making. Here, the main objective is to identify the best model to represent the contributing factors that influence artwork performance among school children at Malaysian primary school. Data was collected using a survey questionnaire. Utilizing a convenience sampling method, 110 students from SK Taman Bukit Indah, Johor Baharu were chosen. Multiple linear regression technique was the analysis adapted in order to achieve the research objective. This research is significant towards identifing the most significant factors which influence children’s participation in art-making. In the near future, the research will be extended to the secondary school children in Malaysia, and fair comparisons will be made within different streams.Keywords: Children Art; Artworks; Artwork Performance Model; Children’s Participation; Malaysian Primary School Children

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PRADINIŲ KLASIŲ MOKSLEIVIŲ MOKYMOSI MOTYVACIJA, PSICHOLOGINĖ SAVIJAUTA IR MOKYKLINIS NERIMASTINGUMAS

Psichologija ◽

10.15388/psichol.2001..4421 ◽

2001 ◽

Vol 23 ◽

pp. 37-49

Author(s):

Margarita Pileckaitė-Markovienė

Keyword(s):

Primary School ◽

School Children ◽

Middle Childhood ◽

Well Being ◽

Social Recognition ◽

Learning Motivation ◽

Primary School Children ◽

Internal Reliability ◽

School Anxiety ◽

Motivation Scale

Šio tyrimo tikslas - patikrinti mokymosi motyvacijos tyrimo metodikos tinkamumą jaunesniojo mokyklinio amžiaus moksleiviams, išnagrinėti jaunesniųjų moksleivių mokymosi motyvacijos, psichologinės savijautos mokykloje ir mokyklinio nerimo ryšį. Tyrime dalyvavo 681 Vilniaus ir Klaipėdos miestų trečių ketvirtų klasių moksleivis (421 - trečios, 260 - ketvirtos klasės, 355 mergaitės, 326 berniukai). Tyrimas buvo atliekamas su visa klase per pamoką. Mokymosi motyvacija tirta taikant Zambacevičienės ir Janulytės (1998) mokymosi motyvacijos anketą. Mokyklinis nerimastingumas buvo tiriamas taikant Sarason, Feld, Levis mokyklinio nerimastingumo klausimyną, R. Augio (1984) pritaikytą Lietuvos populiacijai. Psichologinė savijauta mokykloje buvo tiriama taikant semantinio diferencialo skalę (parengta Beresnevičienės, 1995), pritaikyta tiriamųjų amžiui.Gauti rezultatai parodė, kad mokymosi motyvacijos tyrimo metodiką turi stiprią vidinę konsistenciją, t. y. aukštą konstrukcinį bei kriterinį (išorinį) validumą, ir yra patikima. Nustatyta, kad jaunesniųjų moksleivių mokymosi motyvacija nėra vienalytė, joje galima išskirti skirtingus mokymosi motyvus - socialinio pripažinimo, neigiamos stimuliacijos ir vidinį mokymosi motyvą. Rezultatai parodė, kad vidinis mokymosi motyvas yra teigiamai susijęs su psichologinės savijautos mokykloje parametrais "patinka", "malonu", "įdomu" ir "naudinga" mokytis mokykloje bei mokykliniu nerimastingumu. Psichologinė savijauta mokykloje turi neigiamą ryšį su mokykliniu nerimastingumu pagal parametrus "lengva" ir "sekasi" mokytis. LEARNING MOTIVATION, SCHOOL, ANXIETY AND WELL-BEING IN MIDDLE CHILDHOOD Margarita Pileckaitė-Markovienė Summary This article deals with problem of learning motivation, school anxiety and well-being in middle childhood. The aim of investigation was to analyse inner consistency of Learning Motivation Scale, structure of learning motivation of primary school children and it's interrelations with school anxiety and well-being. Learning Motivation Scale (Zambacevičienė, Janulytė, 1998), Semantic Differential Type Scale for well-being in school (Beres-nevičienė, 1995) and Test Anxiety Scale for children (Sarason, Feld, Levis, 1960, by Augis, 1984) were used as evaluational tools. 681 children from third and forth grade (355 girls, 326 boys) were investigated by these methods. The results showed the strong inner consistency of Learning Motivation Scale (Cronbach alpha 0,79). Rest-retest showed rather strong internal reliability of the scale (r = 0,71). Got data showed that structure of learning motivation of primary school children consisted from motives of social recognition, negative stimulation and inner motive. It was found that learning motivation had positive connection with well-being in school by parameters "likable", "pleasant", "interesting", "useful". Learning motivation was positively connected with school anxiety as well. School anxiety of primary school children had negative correlation with their well-being by the parameters "easy to learn" and "going well to learn".

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TEACHER EFFECTIVENESS: THE EMOTIONAL COMPONENTS OF STUDENT-TEACHER RELATIONSHIP

Scholarly Research Journal for Interdisciplinary Studies ◽

10.21922/srjis.v4i37.10585 ◽

2017 ◽

Vol 4 (37) ◽

Author(s):

Chhabilata Dei

Keyword(s):

Primary School ◽

Teacher Effectiveness ◽

School Children ◽

Effective Teachers ◽

Positive Impact ◽

Negative Emotions ◽

Primary School Children ◽

Primary School Student ◽

The Impact ◽

Experienced Emotion

The study examined the impact of perceived teacher effectiveness on the experienced emotion of primary school children. The sample comprised of 300 college student including boys and girls from different majors. The subjects were asked to remember their primary school years to respond to the questionnaires relating to their perception of an effective and an ineffective teacher and their experienced emotion in the classes of those teachers. The results showed that perceived effective teachers have significant impact on the experience of positive and constructive emotions of primary school children. On the other hand, although ineffective teachers significantly contributed to experience negative emotions, those are less influencing than the positive impact of effective teachers. Discriminant analysis pointed to 11 emotions in which effective teachers have significant discriminant power from ineffective teachers. Regression analyses pointed out that 39% of variances for perceived effectiveness of teachers are explained by 11 emotions. Likewise, 31% of the variances for perceived ineffectiveness of teachers were explained by 9 emotions. From these findings, it is derived that addressing students’ emotion in the classroom is one of the significant factors of teacher effectiveness. Primary school student responds to positive emotions more than negative emotions.

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Laterality and general intelligence in children aged 6 – 8 years

Timisoara Physical Education and Rehabilitation Journal ◽

10.2478/tperj-2020-0006 ◽

2020 ◽

Vol 13 (24) ◽

pp. 35-44

Author(s):

Nada Arseni ◽

Iacob Hanţiu

Keyword(s):

Physical Education ◽

Primary School ◽

School Children ◽

School Environment ◽

Primary School Children ◽

General Intelligence ◽

Dominant Type ◽

Lateral Dominance ◽

Left Handed ◽

Medium Level

AbstractAim: The aim of this study was to identify and analyze the types of laterality and level of general intelligence in primary school children, aged six to eight years.Methods: The sample consisted of 120 students, both boys and girls. General intelligence was measured using Raven’s Coloured Progressive Matrices (CPM), while laterality was assessed using the Harris Test for lateral dominance.Results: The results obtained highlight that the dominant type of laterality is RRR - completely right-handed with stably accomplished laterality (81 subjects), followed by RLR - crossed ocular-manual and stably accomplished laterality (29 subjects). The proportion of those with LLL laterality - completely left-handed with stably accomplished laterality is small (4 subjects). In terms of general intelligence, most participants had IQs that can be classified in the category of those with a higher level of intelligence (65 subjects), succeeded by those with a superior medium level (27 subjects).Conclusion: Identifying the type of laterality and level of intelligence of children participating in physical education and sports classes is needed in order to leverage the intervention on the psychomotor components and to facilitate the process of adaptation of the child to the school environment.

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