Reactivity of the Blood Microcirculation System in Primary School Children to the Temperature Factor

The purpose of the study was to investigate the adaptive capacity of the blood microcirculation system in children of primary school age for a functional test with heating. The article deals with the study of the blood microcirculation system in primary school children by laser Doppler flowmetry and the study of the reserve capacity of tissue blood flow in children on a test with increasing temperature factor. Materials and methods. The research was conducted on the basis of the laboratory of physiological research of the Department of Anatomy and Physiology of People and Animals of Bohdan Khmelnytsky Melitopol State Pedagogical University. The surveyed contingent consisted of 80 practically healthy children aged 6 to 9 years old, secondary school students in Melitopol. Based on a comprehensive morphofunctional study, we obtained data on individual-typological features of blood microcirculation in primary school children and the reserve capacity of tissue blood flow using functional tests. It is established that the adaptive features of the blood microcirculation system in boys and girls of early school age are due to different levels of local and central mechanisms of microvessel regulation. Results and discussion. The results obtained during the thermal test indicate different levels of reactivity of the body to increasing the temperature factor and the neurogenic vasoconstrictor effects of the sympathetic nervous system on the vessels of the arteriolar part of the microcirculatory tract. The reaction to the thermal test directly depends on the individual-typological features of blood microcirculation. Conclusion. At a ratio of reaction to thermal influence in children with various types of microcirculation, the maximum increase in tissue perfusion was observed in children with type III of laser Doppler flowgram. This level of microvascular reactivity, as well as the relatively rapid recovery of blood flow after thermal hyperemia is explained by the fact that children with hyperemic type of microcirculation have increased microvascular tone due to neurogenic effects of the sympathetic chain of tissue blood flow regulation. Children with the hypoemic type of microcirculation, on the other hand, have a somewhat reduced sympathetic tone relative to the normoemic type, as a result of which the reserve of capillary blood flow is reduced and the time of blood flow recovery after thermal exposure is prolonged

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COMPARATIVE ANALYSIS OF THE PARAMETERS OF HEART RATE VARIABILITY IN PRIMARY SCHOOL CHILDREN WITH DIFFERENT LEVELS OF EMOTIONAL INTELLIGENCE

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2017-14-1-88-98 ◽

2017 ◽

Vol 14 (1) ◽

pp. 88-98

Author(s):

A.V. Dobrin ◽

Keyword(s):

Heart Rate ◽

Heart Rate Variability ◽

Emotional Intelligence ◽

Comparative Analysis ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Different Levels

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Characteristics of the reaction of the autonomic nervous, cardiovascular and endo-crine systems to cognitive load in primary schoolchildren with different levels of anx-iety and neuroticism

Science for Education Today ◽

10.15293/2658-6762.2101.09 ◽

2021 ◽

Vol 11 (1) ◽

pp. 151-173

Author(s):

Oksana Nikolaevna Adamovskaya ◽

◽

Svetlana Borisovna Dogadkina ◽

Irina Vladimirovna Ermakova ◽

Galina Vasilievna Kmit ◽

...

Keyword(s):

Primary School ◽

Cognitive Load ◽

School Children ◽

Cognitive Activity ◽

Temporal Analysis ◽

Primary School Children ◽

Eysenck Personality Questionnaire ◽

Autonomic Nervous ◽

Primary Schoolchildren ◽

Different Levels

Introduction. The article examines the problem of adaptive response to cognitive activity in primary schoolchildren with different individual psychological characteristics. The objective of the research is to study the response of the autonomic nervous, cardiovascular and endocrine systems to cognitive load in primary school children with different levels of anxiety and neuroticism. Materials and Methods. The research sample consisted of 38 primary schoolchildren. The data for this study were collected using the following methods: spectral and temporal analysis of heart rate variability, electrocardiography, bipolar reoencephalography, tonometry and enzyme-linked immunosorbent determination of cortisol in saliva. The levels of anxiety were identified using the CMAS scale adapted by A.M. Prikhozhan. In order to assess the level of neuroticism, the authors applied the Eysenck Personality Questionnaire. The cognitive load involved working with digital Schulte tables. Results. The authors found that the type and intensity of the reaction of the autonomic nervous, cardiovascular and endocrine systems in primary schoolchildren depend on personal characteristics (the level of anxiety and neuroticism). The study revealed that children with medium anxiety and low neuroticism levels showed the most beneficial organism response to cognitive load. The most pronounced and generalized reaction of the organism was indicated among schoolchildren with high levels of anxiety and medium levels of neuroticism. It was revealed that the hyperactivity of the autonomic nervous, cardiovascular and endocrine systems in primary schoolchildren with high levels of anxiety and neuroticism was determined by the initially high level of the studied indicators. Conclusions. The response of the autonomic nervous, cardiovascular and endocrine systems to cognitive load is stressful for primary schoolchildren with increased and high levels of anxiety and neuroticism. In this regard, the authors emphasize the need for psychological and teaching interventions aimed at measuring and treating anxiety disorders in primary school children.

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The effect of wall and floor colouring on temperature and draught feeling of primary school children

E3S Web of Conferences ◽

10.1051/e3sconf/201911102032 ◽

2019 ◽

Vol 111 ◽

pp. 02032

Author(s):

Philomena M. Bluyssen ◽

Dadi Zhang ◽

Arend-Jan Krooneman ◽

Arno Freeke

Keyword(s):

Primary School ◽

Thermal Comfort ◽

School Children ◽

Test Chamber ◽

Interaction Effects ◽

Primary School Children ◽

Thermal Test ◽

Randomized Design ◽

Significant Difference

To investigate whether different colours of the indoor surfaces could have an effect on thermal comfort of children, 335 primary school children were invited to take part in a series of tests conducted in the thermal test chamber of the SenseLab. A three-way factorial randomized design was used to test the effect of three different colours of walls (white, red and blue) and floor (grey, green and blue) on the temperature and draught feeling in a winter situation (sunlight coming in: heat) and a summer situation (opening window: draught). A statistical relevant relationship between feeling of draught and feeling of temperature was found. Except for a significant difference in temperature feeling for different floor colours when the wall colour was red in the winter situation, no relevant effects (or interaction effects) were found for differences in wall or floor colours on the temperature or draught feeling.

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Using Scratch with Primary School Children

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2013010107 ◽

2013 ◽

Vol 3 (1) ◽

pp. 93-109 ◽

Cited By ~ 15

Author(s):

Amanda Wilson ◽

Thomas Hainey ◽

Thomas M. Connolly

Keyword(s):

Primary School ◽

Empirical Evidence ◽

School Children ◽

Computer Games ◽

Teaching And Learning ◽

Primary School Children ◽

Observational Research ◽

Learning Approaches ◽

Different Levels ◽

Programming Ability

Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

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