scholarly journals POSSIBILITIES OF TEACHERS FOR MONITORING, DETECTING AND RECORDING OF INDIVIDUAL CHARACTERISTICS OF STUDENTS IN EARLY SCHOOL AGE

2015 ◽  
Vol 3 (1) ◽  
pp. 93-98
Author(s):  
Tatjana Koteva-Mojsovska
Keyword(s):  
Primary Schools ◽  
Individual Characteristics ◽  
Quality Education ◽  
School Age Children ◽  
School Age ◽  
Learning Approaches ◽  
Early School ◽  
Early School Age ◽  
The Individual ◽  
School Period

The monitoring and recording of the individual characteristics of children are very important for the development of quality education. Also the views of the teachers about the differences in the development, the potentials and the affinities of the children in the early school period are especially important. The quality education process in the modern school should be adapted to the individual potentials of the children. The children are individuals with their own integrity and characteristics. (Johnston and Halocha, 2010). They have individual pace and develop individual approaches in the learning process. This individual pace in the development of the children requires the teachers to regularly monitor and record the individual characteristics and differences of the children, monitoring the children’s interests, planning instruction which will adapt to the different learning approaches and the different pace of progress of the students.Setting out from this paradigm, this paper, which is based on a realized research, aims to offer findings about the treatment of the individual characteristics of the early school-age children in our country. According to this, we carried out a research in four primary schools in Skopje, which showed us that the teachers lack the appropriate conditions and possibilities to monitor and record the individual characteristics and the specific differences of the students in the early school period.

scholarly journals Socio-economic characteristics of physical activity of early school-age children

2014 ◽  
pp. 119-128
Author(s):  
Radenko Matic ◽  
Rajko Kuljic ◽  
Nebojsa Maksimovic
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Economic Status ◽  
Economic Environment ◽  
School Age Children ◽  
School Age ◽  
Research Issues ◽  
Early School ◽  
Early School Age ◽  
Novi Sad

This paper analyzes the relations between two chosen research issues: motor behaviour and socio-economic environment of children aged 7-11. In this research were used the information of the respondents from I to IV grade of primary schools in Novi Sad. The sample group consisted of 361 respondents (190 boys and 171 girls). Based on these results, the authors conclude that the opportunities and threats of socio-economic environment that children grow up in, affect their participation in a physical activity. The most important factor of socio-economic status, which determines the participation of children in a physical activity, is sport engagement of their parents.

scholarly journals The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

2020 ◽  
pp. 1-14
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Language Disorder ◽  
Control Measures ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Standardized Measures ◽  
Early School ◽  
Early School Age

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

Comparison of Lithium Dosage Methods for Preschool-and Early School-Age Children

1998 ◽  
Vol 37 (1) ◽  
pp. 60-65 ◽  
Author(s):  
OWEN R. HAGINO ◽  
ELIZABETH B. WELLER ◽  
RONALD A. WELLER ◽  
MARY A. FRISTAD
Keyword(s):  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age

scholarly journals The Evolution of Mothers' Beliefs About Overweight and Obesity in Their Early School-Age Children

2016 ◽  
Vol 16 (6) ◽  
pp. 565-570 ◽  
Author(s):  
Megan H. Pesch ◽  
Kaitlin A. Meixner ◽  
Danielle P. Appugliese ◽  
Katherine L. Rosenblum ◽  
Alison L. Miller ◽  
...  
Keyword(s):  
Overweight And Obesity ◽  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age

The Effect of Blood Manganese Level on Neurobehavioral Function in Early School Age Children

Epidemiology ◽  
2011 ◽  
Vol 22 ◽  
pp. S283
Author(s):  
Soo Eun Chung ◽  
Hae-Kwan Cheong ◽  
Ho-Jang Kwon ◽  
Mina Ha ◽  
Dongmug Kang ◽  
...  
Keyword(s):  
School Age Children ◽  
School Age ◽  
Neurobehavioral Function ◽  
Early School ◽  
Early School Age ◽  
Blood Manganese ◽  
Manganese Level

A Person-oriented Approach to Identifying Parenting Styles in Mothers of Early School-age Children

2014 ◽  
Vol 24 (2) ◽  
pp. 130-156 ◽  
Author(s):  
Amy E. Heberle ◽  
Margaret J. Briggs-Gowan ◽  
Alice S. Carter
Keyword(s):  
Parenting Styles ◽  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age ◽  
Oriented Approach

scholarly journals Intervention Motion Program Of Rhythmic Gymnastics And Its Impact On The Development Of Motor Abilities

2016 ◽  
Vol 12 (14) ◽  
pp. 1
Author(s):  
Barbora Novotna ◽  
Michaela Slovakova
Keyword(s):  
Standardized Tests ◽  
Primary Schools ◽  
Educational Process ◽  
School Age ◽  
Motor Abilities ◽  
School Practice ◽  
Rhythmic Gymnastics ◽  
Early School ◽  
Motor Tests ◽  
Early School Age

The aim of this study is to present the research results of intervention motion program with rhythmic gymnastics´ content on chosen motor abilities of early school age pupils. The program was performed in school within the educational process of physical education. The experiment was realized with selected pupils in the 4th classes at primary schools in Banská Bystrica. The evaluation of motor abilities was realized. Thanks to the chosen standardized tests. The content analysis of motor tests´ results show a significant (p < 0.01) impact of applied motion program on the level of chosen coordination abilities of pupils with recommendation to the school practice.

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