scholarly journals Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme

2019 ◽  
Vol 10 (2) ◽  
pp. 142-156
Author(s):  
Andrea Bisanz ◽  
Susanne Hueber ◽  
Johannes Lindner ◽  
Eva Jambor
Keyword(s):  
Young People ◽  
Primary School ◽  
Social Entrepreneurship ◽  
Primary Schools ◽  
Entrepreneurship Education ◽  
Future Generations ◽  
Self Confidence ◽  
School Career

Abstract This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.

scholarly journals Methodology Of Organization Of Independent Work Of Students In Mathematics In Primary Schools

2021 ◽  
Vol 03 (01) ◽  
pp. 374-377
Author(s):  
Muxamadaliyeva Madinabonu Bohodirjon Qizi ◽  
Keyword(s):  
Young People ◽  
Primary School ◽  
Primary Schools ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Independent Study ◽  
Teaching Mathematics ◽  
Topical Issue ◽  
Independent Work

Today, the upbringing of a harmoniously developed generation is one of the most important tasks. The fulfillment of this task depends mainly on teachers. To this end, great attention should be paid to the education of young people. Separate independent study from primary school is very effective. The organization of independent work of students in mathematics in primary school is a topical issue. The purpose of organizing independent work in the process of teaching mathematics in primary school is to develop students' creative thinking skills, broaden their horizons, and foster an interest in mathematics.

Bērnu stresu veicinošie faktori sākumskolas posmā

2020 ◽  
pp. 20-28
Author(s):  
Agate Cukura ◽  
Pāvels Jurs
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Primary Schools ◽  
Educational Institution ◽  
Further Education ◽  
Positive Development ◽  
Management Skills ◽  
Self Confidence ◽  
Primary School Pupils ◽  
Primary School Age

After the preschool, primary school is the first educational institution where the pupil encounters difficulties in the learning process. The first years of schooling form the basis for further education, influencing the child's social, physical, cognitive, emotional, and psychological development. For this development to be successful, it is essential to be aware of the pedagogical demands placed upon children and their resources in meeting them. Considering the peculiarities of the primary school age group, the curriculum requirements and desired outcomes can be rated as very high, which a pupil can only achieve with an increased effort, extra learning hours and prolonged concentration – the resources that are not characteristic for primary school pupils. As the requirements exceed the resources on the regular basis, the child is exposed to increased stress level, and if it is prolonged, the child's overall development is adversely affected, as well as his/her attitude and abilities. In this stage, it is important to ensure positive development of systematic and purposeful working skills, healthy self-confidence, cooperation and self-management skills, so that the child develops as a self-sufficient, active citizen of Latvia. Formation of a positive stress experience in the childhood supports successful child’s personal growth and development in the future. In the pedagogical process, it is important not only to identify the causes of children's stress, but also to teach how to reduce stress and how to manage the consequences. Further research and particularly action research studies are needed in primary schools of Latvia fully assessing the children’s workloads in practice and determining the level of stress associated with learning.

scholarly journals The Influence of Blended family Structures on Socio-emotional Development of Pre-priamry School Learners in Ganze Sub-county, Kilifi County, Kenya

2020 ◽  
Vol 8 (4) ◽  
pp. 503-513
Author(s):  
JOHNSON KAZUNGU NGUMBAO ◽  
Dr. Hannah Kang’ara ◽  
Ms. Joyce Kamau
Keyword(s):  
Primary School ◽  
Emotional Development ◽  
Self Efficacy ◽  
Primary Schools ◽  
Self Esteem ◽  
Family Systems Theory ◽  
Blended Family ◽  
Family Structures ◽  
Self Confidence ◽  
The Government

Families provide a conducive environment that necessitates the acquisition of self-esteem, self-confidence, and self-efficacy amongst learners in pre-primary schools. However, pre-primary school learners have manifested and continue to manifest instances of low self-esteem, low self-confidence, and self-efficacy levels. This study sought to assess the influence of contemporary blended family structures on the socio-emotional development of pre-primary school learners. The study was guided by the family systems theory. The study adopted a mixed methodology and thus applied concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis in Statistical Packages for Social Sciences (SPSS 23) and presented using tables. The study established that pre-primary school learners manifest instances of low self-esteem, low self-confidence and low self-efficacy. The study also established that there are different dimensions of blended family structures that influence socio-emotional development, that is, self-esteem, self-confidence, and self-efficacy, of pre-primary school learners. Thus, the study recommends that parents who are in blended family structures should adopt the mechanism of enhancing the socio-emotional development of their children. The government and other stakeholders should provide necessary support meant to help such families improve the socio-emotional development of their children. Government agencies should create funds and kitties meant for the upkeep of children who are orphans and vulnerable.

scholarly journals Israeli Primary School Teachers' Attitudes towards Using Digital Educational Games in Classroom: Empirical Study

2021 ◽  
Vol 12 (2) ◽  
pp. 3293-3304
Author(s):  
Fathi Mohsen Shamma
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Games ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Teachers Attitudes

This study investigated the Israeli primary school teachers' attitudes towards using digital educational games in classroom. Through adopting a descriptive analytical approach, the required made sure that the goals of this research. The researcher employed the purposive sampling method for selecting a sample. The selected sample consists from 300female and male primaryIsraeli primary school teachers. Those teachers were selected from 25 primary schools. Those schools are located in the Northern District in Israel. Questionnaire forms were distributed via email to the selected teachers. 288 forms were retrieved. The response rate is 96%. Through the use of the SPSS software, the data collected from the sampled teaches were analysed. The researcher concluded that Israeli primary school teachers show positive attitudes towards using digital educational games in classroom.  Such use improves students’ leadership, problem solving and critical thinking skills and raise their self-confidence and academic achievement levels. However, it doesn’t allow instructors to identify the extent of progress achieved by learner. The researcher recommends providing teachers in Israel with professional development courses about modern teaching methods and the significance of employing digital educational games.

scholarly journals Social Entrepreneurship Education in Art Education of Future Primary School Teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 26-40
Author(s):  
Elisabeth Fernbach
Keyword(s):  
Human Rights ◽  
Learning Environment ◽  
Primary School ◽  
Art Education ◽  
Social Entrepreneurship ◽  
Entrepreneurship Education ◽  
Human Rights Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Change Of Perspective

AbstractAs a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.

scholarly journals ANALYSIS LEARNING SOCIAL SCIENCE CHARGED THE VALUES OF ENTREPRENEURSHIP IN PRIMARY SCHOOL (Case Study in Social Science Education in Class IV SDPN Pajagalan 58 Bandung)

2017 ◽  
Vol 1 (2) ◽  
pp. 23
Author(s):  
Dadang Iskandar
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Primary School ◽  
Education Program ◽  
Primary Schools ◽  
Lesson Plan ◽  
Entrepreneurship Education ◽  
School Students ◽  
Class Iv

<strong>Abstract<em>.</em></strong> Entrepreneurship education is a government program that is conducted every level of education. Implementation of the values of entrepreneurship learning in primary schools is an effort to promote entrepreneurship, so that people can develop into a reliable personal and be the generation that can create jobs. This study aims to assess the extent to which the learning of Social Sciences can provide space in growing the value of entrepreneurship in primary school students. This research was conducted in SDPN Pajagalan 58 with qualitative approach case study method. The subject is the person responsible for entrepreneurship education program, one teacher of Social Sciences and seventeen students of class IV. Based on the survey results revealed that entrepreneurship education program has been designed as possible into school programs that are implemented on an ongoing basis. The values of entrepreneurship has been published in school activities such as extracurricular activities, events and activities programmed habituation. Planning learning Social Sciences laden entrepreneurial values starting from the manufacture of the syllabus and lesson plans. Implementation of classroom learning is done in accordance with the lesson plan gives more space for students to develop a personality. Assessment of learning laden entrepreneurial values is done through observation and checks on student attendance. At the time of the learning takes place, the student has demonstrated an attitude / entrepreneurial character that is honest, self-discipline, confidence, leadership, creative, independent, hard work, responsibility, curiosity, communicative, and cooperation. The main problem is the plan that is prepared teacher is not maximized and not yet fully apply in learning. From the results of this study are expected to provide benefits for the development of entrepreneurship education in primary schools, especially in SDPN Pajagalan 58 and become material for the evaluation of Bandung City Education Department.

scholarly journals Investigating attitudes and musical taste related to music lessons of primary school students in Debrecen

2019 ◽  
Vol 9 (2) ◽  
pp. 318-331
Author(s):  
Bella Hejja ◽  
Tamas Szalai
Keyword(s):  
Young People ◽  
Primary School ◽  
Primary Schools ◽  
Classical Music ◽  
Music Teachers ◽  
Family Background ◽  
Great Influence ◽  
School Students ◽  
Children's Home ◽  
Full Picture

Nowadays, Hungary is famous for its musical pedagogical method, the Kodaly concept, many foreign music lovers, and music teachers travel to our country to get to know and master it. But what do we experience in practice, what are the benefits for the musical tastes of young people? The aim of the study is to provide an insight into the attitudes of music and music in primary school youth and the surrounding social environment. We present a small slice of international research led by Dr. Judit Varadi, in which we examined the results of 4th and 6th grade pupils of five primary schools in Debrecen, 221 students in all. In the course of our research, we used a questionnaire consisting of 46 questions, which examined the family background of young people, the process of singing and music classes, listening habits, attitudes related to music classes, and music itself. Results were analyzed using SPSS 22.0 for Windows. In our observations, we found that parents’ previous music studies have a great influence on teaching their children to music. The attitudes toward class music and music and the number of classical music records in the children’s home are also positive. In our changing world, the genres of light music have gained a lot of space, the effect of which is reflected in the musical tastes of young people. How to get a full picture of the subject, and then the entire material will be processed.

scholarly journals ANALYSIS LEARNING SOCIAL SCIENCE CHARGED THE VALUES OF ENTREPRENEURSHIP IN PRIMARY SCHOOL (Case Study in Social Science Education in Class IV SDPN Pajagalan 58 Bandung)

2017 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Dadang Iskandar ◽  
Lutma Ranta Allolinggi ◽  
Acep Roni Hamdani
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Primary School ◽  
Education Program ◽  
Primary Schools ◽  
Lesson Plan ◽  
Entrepreneurship Education ◽  
School Students ◽  
Class Iv

<p>Entrepreneurship education is a government program that is conducted every level of education. Implementation of the values of entrepreneurship learning in primary schools is an effort to promote entrepreneurship, so that people can develop into a reliable personal and be the generation that can create jobs. This study aims to assess the extent to which the learning of Social Sciences can provide space in growing the value of entrepreneurship in primary school students. This research was conducted in SDPN Pajagalan 58 with qualitative approach case study method. The subject is the person responsible for entrepreneurship education program, one teacher of Social Sciences and seventeen students of class IV. Based on the survey results revealed that entrepreneurship education program has been designed as possible into school programs that are implemented on an ongoing basis. The values of entrepreneurship has been published in school activities such as extracurricular activities, events and activities programmed habituation. Planning learning Social Sciences laden entrepreneurial values starting from the manufacture of the syllabus and lesson plans. Implementation of classroom learning is done in accordance with the lesson plan gives more space for students to develop a personality. Assessment of learning laden entrepreneurial values is done through observation and checks on student attendance. At the time of the learning takes place, the student has demonstrated an attitude / entrepreneurial character that is honest, self-discipline, confidence, leadership, creative, independent, hard work, responsibility, curiosity, communicative, and cooperation. The main problem is the plan that is prepared teacher is not maximized and not yet fully apply in learning. From the results of this study are expected to provide benefits for the development of entrepreneurship education in primary schools, especially in SDPN Pajagalan 58 and become material for the evaluation of Bandung City Education Department.</p>

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.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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