scholarly journals Diagnostic methods to identify gifted children of primary school age

2017 ◽  
Author(s):  
Lyudmila Khambertovna Azizova ◽  
Keyword(s):  
Primary School ◽  
Diagnostic Methods ◽  
Gifted Children ◽  
School Age ◽  
Primary School Age

scholarly journals DEVELOPMENT OF MATERNAL PERSONALITY IN GIRLS OF PRIMARY SCHOOL AGE

2021 ◽  
Vol 56 (2) ◽  
pp. 134-144
Author(s):  
O.F. Lysenko ◽  
◽  
T.V. Rusinova ◽  
Keyword(s):  
Primary School ◽  
Family Relations ◽  
Diagnostic Methods ◽  
Russian Society ◽  
School Age ◽  
Maternal Personality ◽  
Wide Range ◽  
Close Relationship ◽  
Modern Family ◽  
Primary School Age

Statement of the problem. At the moment, there is a decrease in the value of motherhood and child in Russian society. In this regard, a wide range of practical studies on the psychology of motherhood are carried out in science. Researchers agree that the maternal sphere of personality and psychological readiness for motherhood is formed throughout ontogenesis, but the main emphasis is on working with pregnant women; there is also a number of studies conducted among adolescents. Girls of primary school age pass a number of important stages in the formation of the maternal sphere, while a modern family does not create necessary conditions for future successful motherhood of a girl and there are no specially organized appropriate psychological and pedagogical conditions. The purpose of the article is to study the characteristics of the maternal sphere of personality among girls of primary school age, to determine tpsychological and pedagogical conditions for successful formation of the maternal sphere of personality. Materials and methods. The methodology of the study consists of the concept of ontogenesis of the maternal need-motivation sphere by G. G. Filippova, the theory of psychological readiness for motherhood (E.V. Matveeva, S.Yu. Meshcheryakova), analysis and synthesis of research papers on the psychology of motherhood by Russian and international authors. Four diagnostic methods were applied: the projective technique “Family Drawing” (V.K. Loseva), the questionnaire “Analysis of Family Relations” (E.G. Eidemiller, V.V. Yustitsky), the questionnaire “Methodology for Identifying Children with Parents” (A.I. Zarov), the author’s questionnaire for mothers (reveals features of passing the stages of formation of the maternal sphere in a girl). The basis of the study was Gymnasium No. 5 and Lyceum No. 28 in Krasnoyarsk. The sample included 53 girls (8–10 years old) and their mothers. Research results. Indicators of the formation of the maternal sphere of personality in girls of primary school age according to the stages of its formation are presented. The maternal sphere of personality at this stage of age development is quite developed among 51 % of girls, it is relatively developed among 45,2 % and it is not developed enough among 3,8 %. A more favorable picture is observed in the formation of an operational block, which is formed among 83 % of the surveyed. The need-emotional block is formed among a slightly smaller number of girls – 77,3 %. The greatest difficulties were noted in the formation of the value-sense block, which is formed among 70 % of the sample. Of all the results obtained, it is especially alarming that in junior school age for 41,5 % of girls the most significant figure in the family is not mother and only 45,3 % of respondents are in a psychologically close relationship with their mother. Conclusion. Conclusions are made about the formation of the maternal sphere of personality in the junior school age. The obtained data make it possible to talk about various and coordinated types of activities of teachers, narrow school specialists to create psychological and pedagogical conditions necessary for successful formation of the maternal need-motivation sphere of personality.

scholarly journals Conditions and Technologies of Psychological and Pedagogical Support of a Gifted Child

2020 ◽  
Author(s):  
Elena Viktorovna Dekina
Keyword(s):  
Primary School ◽  
Gifted Children ◽  
School Age ◽  
Gifted Child ◽  
Primary School Age ◽  
Theoretical Developments

The article is devoted to the review of the types of psychological and pedagogical support of a gifted child, the features of training mentors for work with gifted children, and project technology for work with motivated pupils. The program of the optional course for teachers-psychologists "Development of giftedness in primary school age" is presented. The course program is an integration of theoretical developments and modern practices on work with gifted pupils.

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.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

Reading for Readiness

1998 ◽  
Vol 2 (1) ◽  
pp. 65-69 ◽  
Author(s):  
William K Kay ◽  
Richard Wilkins
Keyword(s):  
Primary School ◽  
Religious Education ◽  
School Age ◽  
The Bible ◽  
The Uk ◽  
Primary School Age

On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.

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