scholarly journals On certain aspects of the semantic development of younger primary school-age children

2014 ◽  
Vol 46 (2) ◽  
pp. 299-319
Author(s):  
Jelena Stevanovic ◽  
Emilija Lazarevic
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Third Grade ◽  
School Age Children ◽  
School Age ◽  
School Year ◽  
Early School ◽  
Semantic Development ◽  
Primary School Age

The ability to understand the meaning of words and sentences is an important determinant of the language development, which also indicates the development of the ability to learn. Bearing this in mind, the research was aimed at studying the level of semantic development of younger primary school-age children. Semantic development was studied from the aspect of understanding the meaning of words and their use in the following lexical relations: homonyms, antonyms, synonyms and metonyms. The research was conducted in three Belgrade primary schools during the school year 2013/2014. The sample was convenient and included 431 second- and third-grade pupils. The Semantic test (by S. Vladisavljevic) was used in the study. Research results showed that none of the pupils had provided the correct answer to all administered tasks. The best scores were achieved on the part of the test referring to antonyms, while the pupils were least successful on the tasks referring to metonyms. Additionally, third-grade pupils were more successful than younger participants, while there were no differences according to gender. The results indicated that it was necessary to devote more attention to different lexical and semantic exercises at preschool and early school age, considering the link between semantic development, the acquisition of reading and writing skills and the (un)successful mastering of the school curriculum in the majority of subjects.

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.

scholarly journals On the question of dyslalia correction in primary school-age children

2021 ◽  
Vol 1 (3) ◽  
pp. 77-81
Author(s):  
Iryna Оliinyk ◽  
◽  
Liliia Tyshchenko ◽  
Larissa Yatseniuk ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Speech Therapy ◽  
Speech Development ◽  
Educational Process ◽  
Shared Responsibility ◽  
School Age Children ◽  
School Age ◽  
School Students ◽  
Primary School Age

The article discloses the problem of dyslalia treatment in primary school-age children. It highlights the scientific views of Ukrainian and foreign scientists concerning the diagnosis of dyslalia as a speech disorder. In particular, the author investigates various approaches to the classification of dyslalia in domestic and foreign literature and reveals the methodological foundations of dyslalia correction in the context of the formation of speech competence of primary school-age children of the New Ukrainian School.The study characterizes primary forms and types of dyslalia depending on the causes of its occurrence and the number of groups of disturbing sounds. Following the stages of speech therapy, the author describes a method for correcting violations of sound pronunciation and the formation of skills for accurate reproduction of sounds within children of primary school age.Particular attention is focused on the timely detection and correction of dyslalia in elementary school students to prevent the manifestation of violation processes in reading and writing, problems with communication in society, and the formation of the personality as a whole. The need to improve the competence of teachers, including primary school teachers working with children of this category, is noted in connection with the transition of primary schools to the new State Standard and the active introduction of inclusive education.The author substantiates the expediency of close cooperation of all participants in the educational process regarding the awareness of the shared responsibility for the child’s speech development

scholarly journals Overcoming the Fear of Water at the Initial Stage of Learning to Swim

2017 ◽  
pp. 66-71
Author(s):  
Olga Obrazhey
Keyword(s):  
Primary School ◽  
Summer Camp ◽  
Psychological Impact ◽  
Open Water ◽  
Physical Symptoms ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Initial Stage ◽  
Primary School Age

The article deals with the fear of children of primary school age to open water, which appears at the initial stage of teaching swimming and is a serious obstacle to mastering the skills of swimming. Analysis of the scientific researches indicate a lack of reasonable methods of overcoming fears associated with the water during swimming training and scientific methodological developments in the prevention and overcoming fears associated with water, which leads to certain problems and violations of logical consistency in teaching swimming. The following empirical methods as questionnaires, interviews, pedagogical observations are used. The article presents the results of a study of this problem, especially: the results of the survey of primary school children who arrived at the base of the summer camp «Lastochka» in Skadovsk of Kherson region in 2016 during the month of June as well as conversations and observations with them that took place in real conditions of training swimming. This study provided the opportunity to determine the origin of fear causes of primary school age children, to reveal the reasons and statistics of accidents at open water, to identify factors fear of open water of primary school age children. The article indicates signs of the most important physical symptoms associated with the fear of open water. Methodical recommendations developed to overcome fears at the initial stage of swimming lessons in open water based on the principles of psychological impact on the minds of everyone as well as the use of innovative techniques while swimming. Methodical recommendations focus on the preparation and organization of lessons with children of primary school age, with the problem of fear of open water. They aim to overcome fear and to achieve the main goals of the swimming lessons in the summer camp to teach swimming every child.

scholarly journals INDIVIDUAL TYPICAL FEATURES OF MICROCIRCULATION OF PRIMARY SCHOOL AGE CHILDREN

2013 ◽  
Vol 0 (1(7)) ◽  
Author(s):  
I. P. Anosov ◽  
O. V. Timoshenko ◽  
O. A. Zolotuhin ◽  
V. E. Medved ◽  
A. A. Slepkan ◽  
...  
Keyword(s):  
Primary School ◽  
School Age Children ◽  
School Age ◽  
Primary School Age

Entertaining mathematics presented by steam educational approach in teaching preschool and primary school age children

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Vanya Ivanova ◽  
◽  
◽  
Keyword(s):  
Primary School ◽  
Educational Technologies ◽  
School Age Children ◽  
Mathematical Activity ◽  
School Age ◽  
Motivation To Learn ◽  
Educational Approach ◽  
The Subject ◽  
Primary School Age ◽  
Interest And Motivation

The subject of this article is to clarify the connection between entertainment in Math lessons and educational STEAM technologies, which have the potential to motivate and stimulate the interest of preschool and primary school age in Math and their cognitive logical - mathematical activity. The article discusses the STEAM approach in its essence and teaching Maths using this method. The article also presents some educational technologies in fun Math, which allow children to discover for themselves through the methods of experimentation, exploration and experience, and this acquired independence leads children to an increased interest and motivation to learn.

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