scholarly journals Prevention of accommodation disorders and myopia in children

2021 ◽  
Vol 9 (2) ◽  
pp. 25-28
Author(s):  
N.N. Buchueva ◽  
N.V. Konovalova ◽  
N.I. Khramenko ◽  
Duchaer Chakir ◽  
O.V. Kovtun
Keyword(s):  
Age Groups ◽  
Positive Influence ◽  
School Age ◽  
Afferent System ◽  
Group I ◽  
Ophthalmic Pathology ◽  
Examination Methods ◽  
Primary School Age ◽  
Functional Examination ◽  
Accommodative Function

Background. An important role in the structure of ophthalmic pathology is played by myopia, especially rapidly progressing in adolescence, and accommodation disorders, which are, in fact, the precursors and companions of myopia. The purpose was to prevent accommodation disorders and mild myopia in children of different age groups by using dietary supplements Doppelherz® Kinder Eye vitamins with lutein and Doppelherz® Kinder Glycine. Materials and methods. One hundred and three children of diffe-rent age groups underwent functional examination against the background of treatment: group I — primary school age, prepubertal period (6–11 years) — 24 children, group II — middle school age, pubertal period (12–18 years) — 79 children, 24 of them had problems of the neck and collar zone associated with computer load. Standard examination methods were used. Results. After the course of the proposed therapy, the Haidinger’s phenomenon decreased to 5.70 ± 0.01 conventional units (p < 0.05) in the first group; up to 4.60 ± 0.03 conventional units in 55 children of the second group without problems in the neck and collar zone and up to 5.40 ± 0.02 conventional units in 24 children who had such problems (p < 0.02). Conclusions. Using Doppelherz® Kinder Eye vitamins with lutein and Doppelherz® Kinder Glycine improves the functioning of the ciliary muscle. Under the influence of treatment, visual acuity and accommodation reserves increased, and the power of optical correction decreased. The positive influence of Doppelherz® Kinder Eye vitamins with lutein and Doppelherz® Kinder Glycine on the increase in the functional activity of the fovea-afferent system and the accommodative function of the visual analyzer in spasm of accommodation and mild myopia has been proven.

Use of Social and Pedagogical Potential of Done Outside of Class Hours Activity for Adaptation of Young Schoolchildren to Study

2018 ◽  
Vol 6 (2) ◽  
pp. 43-47
Author(s):  
Ирина Иванова ◽  
Irina Ivanova
Keyword(s):  
Primary School ◽  
New World ◽  
Educational Practice ◽  
Positive Influence ◽  
School Age ◽  
The Social ◽  
Pedagogical Orientation ◽  
New Type ◽  
Kaluga Region ◽  
Primary School Age

In the article, the positive influence of done outside of class hours activities on the process of adapting children of primary school age to study as a new type of activity is considered on the example of the experience of Kaluga and Kaluga region schools. The description of the author’s program of done outside of class hours activities of the social and pedagogical orientation “My New World” is given, which can be widely used in regional educational practice when organizing done outside of class hours classes with younger schoolchildren.

scholarly journals Uptake and impact of vaccinating primary school-age children against influenza: experiences of a live attenuated influenza vaccine programme, England, 2015/16

2018 ◽  
Vol 23 (25) ◽  
Author(s):  
Richard G Pebody ◽  
Mary A Sinnathamby ◽  
Fiona Warburton ◽  
Nick Andrews ◽  
Nicola L Boddington ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Primary School ◽  
Age Groups ◽  
Population Level ◽  
Vaccine Uptake ◽  
School Age Children ◽  
Influenza B ◽  
School Age ◽  
Live Attenuated Influenza Vaccine ◽  
Primary School Age

The 2015/16 influenza season was the third season of the introduction of an intra-nasally administered live attenuated influenza vaccine (LAIV) for children in England. All children aged 2‒6 years were offered LAIV, and in addition, a series of geographically discrete areas piloted vaccinating school-age children 7‒11 years old. Influenza A(H1N1)pdm09 was the dominant circulating strain during 2015/16 followed by influenza B. We measured influenza vaccine uptake and the overall and indirect effect of vaccinating children of primary school -age, by comparing cumulative disease incidence in targeted and non-targeted age groups in vaccine pilot and non-pilot areas in England. Uptake of 57.9% (range: 43.6–72.0) was achieved in the five pilot areas for children aged 5‒11 years. In pilot areas, cumulative emergency department respiratory attendances, influenza-confirmed hospitalisations and intensive care unit admissions were consistently lower, albeit mostly non-significantly, in targeted and non-targeted age groups compared with non-pilot areas. Effect sizes were less for adults and more severe endpoints. Vaccination of healthy primary school-age children with LAIV at moderately high levels continues to be associated with population-level reductions in influenza-related respiratory illness. Further work to evaluate the population-level impact of the programme is required.

scholarly journals THE RELEVANCE OF THE DEVELOPMENT OF PERCEPTUAL ABILITIES IN CHILDREN OF PRIMARY SCHOOL AGE

2021 ◽  
Author(s):  
Alina Yerofeyeva ◽  
Tatyana Kokhanover
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Primary School Children ◽  
School Age ◽  
Concentration Time ◽  
Perception Of Time ◽  
Perceptual Abilities ◽  
Primary School Age

Article is devoted to the study of the peculiarities and importance of the development of perceptual abilities of children studying in primary school. First of all, the concept of perception, classification and properties are considered for further understanding of the topic. The article includes a comparison of perception by age groups and shows by the example of an experiment how much perception skills affect the lives of primary school children. The peculiarities of the psyche of children aged 7-10 years, such as concentration time, attentiveness, perception of time, were taken into account. Basically, the article touches on certain types of perceptual abilities, such as visual and auditory perceptions. These types of perception skills are of the greatest importance in the development of children.

scholarly journals INTERNAL DISORDER PATTERN AMONG CHILDREN AND ADOLESCENTS WITH SPEECH DISORDERS

2020 ◽  
Vol 4 ◽  
pp. 40
Author(s):  
Svetlana Khazova ◽  
Ulyana Sevastyanova
Keyword(s):  
Children And Adolescents ◽  
Age Groups ◽  
Speech Disorders ◽  
Concept Development ◽  
Social Adaptation ◽  
School Age ◽  
Speech Impairments ◽  
Affective Components ◽  
Cognitive Knowledge ◽  
Primary School Age

The study explored general and specific characteristics of the internal disorder pattern among children and adolescents with speech impairments. The internal disorder pattern is considered an integrative construct that demonstrates the perception and attitude of a person to his disorder and includes components: physical (assessment of their physical activity and attributes), sensitive (complex of feelings associated with a disorder), cognitive (knowledge about disorder causes, symptoms and their health limited opportunities), motivational (motives and its possible change caused by a disorder) and emotional (individual’s attitude to their disorder). The internal disorder pattern affects I-concept development and is significant for an individual’s successful social adaptation. The sample consisted of 88 participants – preschoolers (т=20), elementary school children (т=33) and adolescents (n=35). The results show the differences of the cognitive and affective components (p≤0,05). The formation of the internal picture of the defect makes a greater contribution to the problems of adaptation in children of primary school age compared to other age groups. 

scholarly journals Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking

2017 ◽  
Vol 22 (6) ◽  
pp. 77-86
Author(s):  
E.V. Lidskaya ◽  
M.O. Mdivani
Keyword(s):  
Primary School ◽  
Natural Environment ◽  
Age Groups ◽  
Preschool Age ◽  
Primary School Children ◽  
School Age ◽  
Dialectical Thinking ◽  
Preschool Age Children ◽  
Primary School Age ◽  
The Impact

The article presents results of an empirical research of cognitive, affective (emotional) and behavioral components of ecological consciousness in 323 children of preschool and primary school age (6—10 years).It was found that preschool age children underestimate the impact of nature on man, but at the same time overestimate the human impact on nature. Children of this age attributed greater importance to being emotionally close with nature than children of primary school age. When choosing between the industrial, social or natural environment, children of both age groups give preference to the natural environment, leaving the industrial one the least preferred. The outcomes of this research were used to analyze the development of dialectical thinking (actions of transformation and association) in children of these age groups. As it was revealed, dialectical thinking in children of preschool age is predominantly visual. In primary school children, the visual form is replaced by conceptual and symbolic thinking, although still in an underdeveloped form. The article concludes that the first two years of school education have little influence on the development of dialectical thinking in the part that concerns actions of transformation.

Use of Social and Pedagogical Potential of Done Outside of Class Hours Activity for Adaptation of Young Schoolchildren to Study

2018 ◽  
Vol 6 (1) ◽  
pp. 31-35
Author(s):  
И. Иванова ◽  
I. Ivanova
Keyword(s):  
Primary School ◽  
New World ◽  
Educational Practice ◽  
Positive Influence ◽  
School Age ◽  
The Social ◽  
Pedagogical Orientation ◽  
New Type ◽  
Kaluga Region ◽  
Primary School Age

In the article, the positive influence of done outside of class hours activities on the process of adapting children of primary school age to study as a new type of activity is considered on the example of the experience of Kaluga and Kaluga region schools. The description of the author’s program of done outside of class hours activities of the social and pedagogical orientation “My New World” is given, which can be widely used in regional educational practice when organizing done outside of class hours classes with younger schoolchildren.

scholarly journals Age differences in aggression in Bulgarian primary school age children

2019 ◽  
Vol 12 (2) ◽  
pp. 232-240
Author(s):  
Iva Ivanova Koprinkova-Ilieva
Keyword(s):  
Primary School ◽  
Age Differences ◽  
Age Groups ◽  
Total Sample ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
The Status ◽  
The Mean ◽  
Primary School Age

In order to study the age differences of the status of aggression from the beginning to the end of the primary school age, 244 typically developing Bulgarian children were examined with the adapted for Bulgarian population questionnaire for measurement of aggression and depression in primary school age children. The total sample was divided into 2 age groups: first graders’ group (6-8 years, Mean age = 6.99, SD = 0.189; N = 82; 42 girls) and fourth graders’ group (9-11 years; Mean age = 10.23, SD = 0.450; N = 162; 79 girls). It was suggested that age-related differences in aggression status were present in the age range considered. It was also assumed that there were some gender differences in the participants’ aggressive status. The results did not reveal any statistically significant differences between the two age groups in the mean aggression scores, suggesting no essential aggression change in this age period. As regards to the effect of the participant’s gender, some statistically significant differences between the age subgroups in the mean aggression scores were found, with the boys demonstrated higher aggression than girls, suggesting that the subjects’ sex was a factor with significant effect on the level of aggression in this age period.

scholarly journals Prevalence of the urinary tract tuberculosis in the structure of all forms and localizations of tuberculosis in children of preschool and primary school age

2020 ◽  
Vol 8 (4) ◽  
pp. 8-15
Author(s):  
A. R. Aroyan ◽  
A. V. Mordyk
Keyword(s):  
Urinary Tract ◽  
Primary School ◽  
Extrapulmonary Tuberculosis ◽  
Age Groups ◽  
School Age ◽  
Tuberculosis Complex ◽  
Microsoft Office ◽  
Primary School Age ◽  
Tuberculosis In Children ◽  
Late Detection

Introduction. Extrapulmonary tuberculosis is more difficult to diagnose than respiratory tuberculosis. However, late detection leads to disabling consequences. Children from 4 to 11 years old are at risk for tuberculosis due to increased communication skills. It seems relevant to isolate urinary tract tuberculosis (UTTB) in children of these age groups in the structure of all forms to improve its diagnosis.Purpose of the study. Isolation of urinary tract tuberculosis to determine the significance and improve the diagnosis of this localization of tuberculosis in the structure of all forms and localizations of tuberculosis in children of preschool and primary school age.Materials and methods. The cohort comparative study included 303 children aged 4 to 6 years and 306 children aged 7 to 11 years who had tuberculosis in the period from 2000 to 2018. The results were statistically processed using the Microsoft Office 2007 software package, Biostat 2009. Differences between the groups were determined using the Х2 test. The hypothesis of the absence of a statistically significant influence of the factor was rejected at p > 0.05.Results. Respiratory tuberculosis (RTB) was diagnosed in children of preschool and primary school age in most cases (94.7% and 89.9%; p < 0.05), bacteriological confirmation was found in 6.3% and 3.6% (p > 0.05) children in the compared age groups. Tuberculosis of the intrathoracic lymph nodes (TBILN) prevailed (85.7% and 75.3%; p < 0.05) in the structure of RTB. Primary tuberculosis complex (PTBC) was more often diagnosed in children of primary school age (23.3%) than in preschoolers (13.2%; p < 0.05). The registration frequency of isolated extrapulmonary forms of tuberculosis was 1.3% and 5.6% (p < 0.05), bacteriological confirmation of the diagnosis was 25,0% and 35.3% (p > 0.05). Most of the detected cases of isolated extrapulmonary tuberculosis accounted for UTTB - 50,0% and 64.7% (p > 0.05), all cases were confirmed bacteriologically. Generalization of the tuberculous process was noted in 4.0% and 4.6% of cases (p > 0.05). Most cases of generalized tuberculosis in children from 4 to 11 years old were associated with a combination of tuberculosis primary forms, mainly (TBILN) and in one case of PTBC, with UTTB (83.3% and 85.7%; p > 0.05). These cases of combinations were confirmed bacteriologically.Conclusion. Children of preschool and primary school age were diagnosed most often with TBILN. Isolated extrapulmonary tuberculosis was rare; UTTB predominated with frequent bacteriological confirmation. Isolated extrapulmonary tuberculosis was rare, UTTB of the predominated with frequent bacteriological confirmation. Generalization of tuberculosis in children 4-11 years old was rare; isolated forms of extrapulmonary tuberculosis were more often diagnosed. Most of the cases of combined localizations were due to a combination of TBILN and UTTB. UTTB was confirmed by the detection of M. tuberculosis in urine cultures. Physicians of primary health care and specialized services should be aware of the possibility of developing UTTB in children from 4 to 11 years old and search for the pathogen in patients with chronic UTIs and infected with M. tuberculosis.

scholarly journals Features of pedagogic support pupils’ individual educational activities in a different age group

2019 ◽  
pp. 25-29
Author(s):  
Marina V. Krotova
Keyword(s):  
Primary School ◽  
Age Groups ◽  
Educational Process ◽  
Educational Activity ◽  
School Age ◽  
Age Group ◽  
Educational Activities ◽  
Different Ages ◽  
The Individual ◽  
Primary School Age

The article highlights and reveals the features of the technology of pedagogic support of individual educational activities of pupils in different age groups, the main of which is that the object of support is not only the individual educational activity of the pupil, but also the development of educational interaction of children of different ages, which causes the simultaneous use of two groups of principles: the principles of support of individual educational activities of pupils and the principles of development of educational interaction of children of different ages. The article reveals the tasks of pedagogic support of individual educational activities of children of different age groups studying in different age groups (7-11 years – primary school age; 12-16 years – adolescence; 17-18 years – early youth). Pedagogic support of individual educational activities of pupils in different age groups is considered as a subject-oriented technology of individualisation of the educational process and includes the following stages: diagnostic, design, practical and reflexive-analytical. In conclusion, the article draws conclusions about the state of the problem and the ways of its development.

Australian Mothers' views about Responsibility for Homework in Primary School

1998 ◽  
Vol 59 (1) ◽  
pp. 50-58 ◽  
Author(s):  
Pamela W. Warton
Keyword(s):  
Primary School ◽  
Age Groups ◽  
School Age Children ◽  
School Age ◽  
School Practice ◽  
Primary School Age ◽  
Regular Practice

Responsibility for homework in primary school: Australian mothers' views Homework is an accepted and encouraged part of school practice which, it has been argued, serves a number of functions for most children. The regular practice of homework is thought to help children consolidate their learning, to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents' and teachers' views and practices are influential. This study investigated the views of mothers of primary school-age children (grades 2, 4 or 6) about homework practices and about the relative roles of parents, teachers and children in developing homework practices. The results indicated similarities on most issues across parents of the three age groups but significant differences in the relative responsibility assigned to children from grade 2 to grade 6. The implications for the development of children's sense of responsibility and of responsible homework practices are discussed.

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