scholarly journals SOCIAL-PEDAGOGICAL PERSPECTIVES OF THE DEVELOPMENT OF PRIMARY SCHOOLCHILDREN’S ABILITY OF SELF-ESTEEM

2021 ◽  
Vol 20 (2) ◽  
pp. 83-93
Author(s):  
Miopap Samvel Asatryan
Keyword(s):  
Primary School ◽  
Self Esteem ◽  
School Age ◽  
Teaching Process ◽  
School Subjects ◽  
Primary School Age

The article discusses methodological matters related to the ability of self-esteem in the primary school age. The factors for and methods of the development of the ability of self-esteem in the teaching process as well as the potential of school subjects have been analysed. Surveys have been conducted among teachers concerning their engagement in the development of schoolchildren’s self-esteem and a sample lesson has been designed for developing the ability of self-esteem at school.

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.

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

2021 ◽  
Vol 9 (1) ◽  
pp. 49-52
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.

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 The development of self-esteem in primary school age

2018 ◽  
Author(s):  
Daria Dmitrievna Podviaznikova ◽  
Tatiana Aleksandrovna Kurako
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Self Esteem ◽  
Primary School Teacher ◽  
School Age ◽  
Self Assessment ◽  
Approach To Learning ◽  
Primary School Age

This article discusses the development of self-esteem in primary school age, its changes and factors of self-esteem in students from the first to fourth grades. The article gives the concept of self-esteem. The authors note that the primary school teacher should take into account the psychological, individual and differentiated approach to learning. Self-assessment of a junior schoolchild is an unstable phenomenon and becomes differentiated. This is manifested in the emergence of the emotional orientation of the general self-esteem and the child's ability to self-assess.

scholarly journals PSYCHOLOGICAL-PEDAGOGICAL SUPPORT OF SELF-ESTEEM FORMING OF PRIMARY SCHOOL AGE

2020 ◽  
Vol 1 (20) ◽  
pp. 7-10
Author(s):  
O.V. Varhata ◽  
O.V. Kuleshova ◽  
L.V. Mikheieva
Keyword(s):  
Primary School ◽  
Self Esteem ◽  
School Age ◽  
Primary School Age

scholarly journals SELF-ASSESSMENT OF CHILDREN WITH MENTAL RETARDATION OF PRIMARY SCHOOL AGE

2021 ◽  
Author(s):  
А.В. Косолапова
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Self Esteem ◽  
The Self ◽  
School Age ◽  
Main Attention ◽  
Self Assessment ◽  
Definition Of ◽  
Primary School Age

Автор статьи рассматривает подходы к определению термина «самооценка», анализирует её значение для формирования личности ребёнка в младшем школьном возрасте. Основное внимание направлено на рассмотрение особенностей самооценки младших школьников с ЗПР и способы её формирования. У школьников с задержанным психическим развитием (ЗПР) процесс формирования самооценки протекает более остро, и имеет специфические закономерности развития, обусловленные дизонтогенезом. The author of the article considers approaches to the definition of the term “self-esteem", analyzes its significance for the formation of a child's personality in primary school age. The main attention is directed to the consideration of the features of the self-assessment of younger schoolchildren with ZPR and the ways of its formation. In schoolchildren with mental retardation, the process of forming self-esteem is more acute and has specific patterns of development due to dysontogenesis

scholarly journals Developing creativity in mathematics instruction

2021 ◽  
Vol 70 (2) ◽  
pp. 165-176
Author(s):  
Irena Vasojević ◽  
Zora Krnjaić ◽  
Nena Vasojević
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Creative Thinking ◽  
Mathematics Instruction ◽  
Educational Process ◽  
School Age ◽  
School Subjects ◽  
Creative Abilities ◽  
Primary School Age ◽  
Development Of Students

This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.

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).

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