scholarly journals ПИСАЊЕ КОД ДЕЦЕ СА СМЕТЊАМА У РАЗВОЈУ

TEME ◽  
2021 ◽  
pp. 073
Author(s):  
Lucija Đorđević ◽  
Srboljub Đorđević ◽  
Ljiljana Mitić
Keyword(s):  
Primary School ◽  
Students With Disabilities ◽  
Single Point ◽  
School Age ◽  
Writing Proficiency ◽  
Effective Work ◽  
Prediction Test ◽  
Developmental Characteristics ◽  
Primary School Age ◽  
Teaching Of Writing

 The paper presents the results of a study aimed at examining the ability and level of writing proficiency in students with disabilities at primary school age. The sample consisted of 58 students with disabilities of primary school age. Dysgraphic Prediction Test and Lilien Lirs graphomotor array were used to assess visual perception and graphomotor skills, while the handwriting was evaluated by the Scale for Assessment of Dysgraphic Forms in handwriting. The obtained results show that a large number of subjects (24 or 41,4%) did not score a single point on Dysgraphic Prediction Test, while only 21 subjects (36,2%) successfully completed the test (M = 7,98, SD = 7,062). Also, the obtained results show that the highest number of respondents (39 or 67,2%) did not score a single point on the Lilian Lirs test, while only 10 respondents or 17,2% successfully completed the test (M = 1,60, SD = 2,46). Using the Scale for the Assessment of Dysgraphic Forms in handwriting, we found that out of 22 written samples, 9 students (41%) have a well-developed handwriting, 8 (36%) have an ugly handwriting, 3 (14%) respondents have dysgraphic handwriting, while 2 (9%) respondents have a pronounced dysgraphic handwriting. Out of the total number of respondents, 36 (62%) of the sample students could not write the appropriate text on the basis of which the sample of the handwriting was taken. The obtained results provide the exact knowledge of the presence of difficulties in adopting writing by students with disabilities.Teaching students with disabilities, according to the results obtained, imperatively imposes the need to respect the developmental characteristics of this population of students and the individualization of the initial teaching of writing. This involves major changes to the standards and outcomes of achievements required by the regular curriculum and the development of an IOP for each student with more complex individualized contents to support the child in order to adopt writing. However, effective work with this student population also entails the need to adopt special curricula intended for teaching in schools for students with disabilities.

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.

The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children

2021 ◽  
Vol 73 (1) ◽  
pp. 24-34 ◽  
Author(s):  
Olympia Palikara ◽  
Susana Castro-Kemp ◽  
Carolina Gaona ◽  
Vasiliki Eirinaki
Keyword(s):  
Primary School ◽  
Well Being ◽  
School Belonging ◽  
School Age Children ◽  
School Age ◽  
Mediating Role ◽  
Primary School Age ◽  
The Relationship

scholarly journals Contribution of socioeconomic status, stature and birth weight to obesity in Sub-Saharan Africa: cross-sectional data from primary school-age children in Cameroon

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Lifoter K Navti ◽  
Uta Ferrari ◽  
Emmanuel Tange ◽  
Susanne Bechtold-Dalla Pozza ◽  
Klaus G Parhofer
Keyword(s):  
Socioeconomic Status ◽  
Birth Weight ◽  
Primary School ◽  
Sub Saharan Africa ◽  
School Age Children ◽  
School Age ◽  
Cross Sectional ◽  
Sub Saharan ◽  
Primary School Age

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.

Formation of Adequate Self-Esteem in a Younger Schoolchild to Eliminate Manifestations of Deceit

2021 ◽  
pp. 45-47
Author(s):  
N. Pavlova
Keyword(s):  
Experimental Study ◽  
Primary School ◽  
Scientific Literature ◽  
Self Esteem ◽  
School Age ◽  
Methods And Techniques ◽  
Primary School Age

The article highlights the actual psychological and pedagogical problem of manifestation of a tendency to lie in children of primary school age. Based on the study of scientific literature on this topic and the results of an experimental study conducted in the second grades of primary school, the reasons for this communicative phenomenon and its relationship with the level of self-esteem of the child are analyzed. The formation of an adequate self-esteem in a younger student is seen as a means of eliminating his manifestations of deceit. The conditions, methods and techniques of pedagogical activity aimed at the formation of an adequate self-esteem of a younger student, and the role of a teacher in this process are revealed.

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