Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

2021 ◽  
Vol 7 (3B) ◽  
pp. 68-78
Author(s):  
Yuliia Sosnich ◽  
Karolina Reida ◽  
Tetiana Dehtiarenko ◽  
Oleksandr Kolyshkin ◽  
Yurii Kosenko ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Primary School ◽  
Empirical Research ◽  
Cognitive Processes ◽  
Educational Activity ◽  
School Age ◽  
Face To Face ◽  
Primary School Age ◽  
Pedagogical Principles

The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training.  The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.

GENDER DIFFERENCES IN QUALITY OF LIFE OF CHILDREN OF PRIMARY SCHOOL AGE WITH DIFFERENT COGNITIVE DEVELOPMENT

2021 ◽  
Vol 100 (4) ◽  
pp. 208-215
Author(s):  
A.M. Levchin ◽  
◽  
A.A. Lebedenko ◽  
I.B. Ershova ◽  
Y.V. Glushko ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Cognitive Development ◽  
Primary School ◽  
Social Functioning ◽  
Primary School Children ◽  
School Age ◽  
Cognitive Level ◽  
Intelligence Scale ◽  
Primary School Age

The current problems of pediatrics are the individual approach and optimization of quality of life (QOL) of primary school children. The aim of our research was to study the QOL among children of primary school age according to their cognitive development and gender and age characteristics. Study design: cognitive development was studied using the D.Wechsler Intelligence Scale for Children, the Stanford-Binet intelligence scale and the Torrance Tests of Creative Thinking (TTCT). As a result, 573 primary school children were divided into two groups: the first with a high cognitive level (82 children) and the second with a medium level (491 children). The PedsQL 4.0 questionnaire, used by children attending schools in cities of Rostov-on-Don and Lugansk for 4 years, served as a tool for evaluation of the QOL. Physical, emotional, social functioning, psycho-social health have been studied and an overall QOL score was presented. More reduced QOL indicators were found in children with a high cognitive level, with the exception of school functioning. Girls with higher levels of cognition have been found to have lower levels of physical and emotional functioning than boys, but higher levels of social functioning. Conclusion: the is a need to change approaches to teaching children in physical education lessons and conduct additional consultations of child psychologists and pediatricians to optimize the education of children.

scholarly journals MODERN APPROACHES TO THE FORMATION OF SELF-ESTEEM IN PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.V KOLESOVA ◽  
◽  
S.A ZAITSEVA ◽  
N.V ZAKHARYCHEV ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Self Esteem ◽  
Russian Language ◽  
Educational Activity ◽  
Primary School Children ◽  
School Age ◽  
Literary Reading ◽  
Educational Activities ◽  
Formative Stage ◽  
Primary School Age

The introduction of second generation standards is a significant innovation for the initial stage of education, the foundation of which is the achievement of qualitatively new educational results that affect the development of a harmonious personality. At the primary school age, the formation of educational activity as the leading one takes place, therefore, in our study, a special place is given to self-esteem. The article analyzes various approaches related to the study of self-esteem in domestic and foreign psychology and pedagogy, which made it possible to determine the basis of the experimental part of the study. The purpose of the article was to use the analysis of psychological, pedagogical and methodological literature to conduct a study of self-assessment in children of primary school age on the subjects "Russian language" and "Literary reading"; development and testing of a set of tasks and exercises aimed at forming self-esteem of younger students in educational activities. The empirical study involved 80 children aged 9-10 years from schools in Nizhny Novgorod and the Nizhny Novgorod region. The results of the ascertaining stage of the study showed that the majority of third graders have an overestimated (60%) or underestimated self-esteem (24%), 16% of students correspond to adequate self-esteem. The formative stage was realized in the lessons of the Russian language and literary reading. The complex considered techniques, exercises and tasks used in educational activities to form self-esteem in younger students. The effectiveness of the shaping influences was confirmed by the results of the control stage.

scholarly journals Psychic Cognitive Processes Development at Primary School Age

Psychology ◽  
2014 ◽  
Vol 05 (07) ◽  
pp. 700-706
Author(s):  
Almakhan Kabylova ◽  
Manshuk Kussainova
Keyword(s):  
Primary School ◽  
Cognitive Processes ◽  
School Age ◽  
Primary School Age

scholarly journals Promotion of road safety of the traffic police of the Ministry of internal Affairs of Russia among minors

2021 ◽  
Vol 6 (2) ◽  
pp. 219-232
Author(s):  
Inna Sklyarenko ◽  
Olesya Sinicyna
Keyword(s):  
Primary School ◽  
Road Safety ◽  
Positive Impact ◽  
School Age ◽  
Pedagogical Tools ◽  
Traffic Police ◽  
Internal Affairs ◽  
Primary School Age ◽  
Traffic Rules ◽  
Pedagogical Principles

In the introduction, the problem of road safety is updated, and especially, accidents and injuries of minors due to violations of traffic rules. In this connection, the need to optimize the promotion of road safety by the traffic police of the Ministry of internal Affairs of Russia among minors is becoming more acute. The purpose of this article is to substantiate the positive experience of the divisions of the traffic police Department of the Ministry of internal Affairs of Russia in Vologda in promoting road safety among minors of primary school age through a pedagogical study. The main part of the article offers a solution to the problem under consideration by forming an attitude to road safety among minors of primary school age. Based on the identified violations of traffic rules committed by minors of this age category, pedagogical principles are identified and tools for promoting road safety are selected. The organization of the activities of the traffic police inspector of the Ministry of internal Affairs of Russia on the basis of these principles and the corresponding pedagogical tools contributes to the formation of minors ' attitudes to road safety. The results of the study showed a positive impact of the selected pedagogical tools on the promotion of road safety among minors of primary school age corresponding to modern pedagogical principles. The article concludes with a General conclusion and practical recommendations based on the results of the study.

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.

Formation of Readiness for School, Taking into Account the Psychological Characteristics of Older Preschool Children

2021 ◽  
pp. 31-33
Author(s):  
L. Zhurova
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Primary School ◽  
Social Roles ◽  
Psychological Characteristics ◽  
Educational Activity ◽  
School Age ◽  
Preschool Period ◽  
Primary School Age

The article reveals the features of the phenomenon of the preschool period of child development, discusses the relevance, goals and content of preparing a preschooler for school. The author convincingly proves that the readiness for successful schooling is determined not so much by the student’s ability to read and count, as by such personal neoplasms that allow him to take new social roles (“student”, “school student”, “classmate”) and become a subject of educational activity as leading for primary school age.

scholarly journals The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

2018 ◽  
Vol 10 (2) ◽  
pp. 64-76 ◽  
Author(s):  
T.G. Fomina ◽  
O.V. Eftimova ◽  
V.I. Morosanova
Keyword(s):  
Primary School ◽  
Big Five ◽  
Self Regulation ◽  
Well Being ◽  
Educational Activity ◽  
School Age Children ◽  
Personality Factors ◽  
School Age ◽  
Subjective Well Being ◽  
Primary School Age

The study on relationship between conscious self-regulation, intrapersonal characteristics, and subjective well-being of younger schoolchildren (N = 156, age 10-11 years) made it possible to reveal and analyze significant links of the regulatory characteristics and personality factors (the Big Five model) with a cognitive parameter of subjective well-being in three spheres: family, school and self-attitude. Morosanova’s Self-Regulation Profile Questionnaire – Junior ), Russian version of the «Big Five Questionnaire – Children BFQ-C (S.B. Malykh , T.N. Tikhomirova, G.M. Vasin) » and Russian adaptation of Multidimensional Students Life Satisfaction Scale MSLSS (T.O. Gordeeva, E.N. Osin) was used. The results analysis provided for identifying significant regulatory and intrapersonal predictors of subjective well-being specific to primary school age children. The level of certain regulatory features development, as well as the general level of conscious self-regulation of educational activity proved to be significant factors of the schoolchildren subjective well-being

scholarly journals Environmental Attitudes and Recycling Behaviour in Primary School Age: The Role of School and Parents

Psichologija ◽  
2021 ◽  
Vol 63 ◽  
pp. 101-117
Author(s):  
Dovilė Šorytė ◽  
Vilmantė Pakalniškienė
Keyword(s):  
Primary School ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Environmental Attitudes ◽  
Practical Training ◽  
School Age ◽  
Face To Face ◽  
Primary School Pupils ◽  
Primary School Age

This study aimed to investigate the relationship between environmental attitudes and recycling behaviour in primary school age, and to evaluate the role that school and parents play in the prediction of children’s attitudes and behaviour. Primary school pupils aged 8–11 years (n = 116), their parents and their class teachers participated in the study. During the structured face-to-face interviews, children answered questions about their recycling behaviour and environmental attitudes (i.e. eco-affinity and eco-awareness). Parents provided answers on their recycling behaviour, verbal modelling of the behaviour, incentives used when a child recycles waste, and environmental attitudes, while class teachers provided information about the recycling in children’s school. Structural equation models were tested with a purpose to evaluate the role of different independent variables, i.e. only school, only parental factors, or both, when predicting child recycling behaviour. Results of the study showed that children’s environmental attitudes had no significant links to their recycling behaviour. The only factor that appeared to be significant in the prediction of child behaviour was parental recycling behaviour. Furthermore, recycling in schools predicted pupils’ eco-awareness. Based on the study findings, it would be worthwhile to promote more practical training of pro-environmental behaviour, and to strengthen children’s eco-affinity.

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