scholarly journals Children's vision of the covid-19 pandemic: gender-specific views of older preschoolers and younger schoolchildren

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
L. E. Semenova ◽  
V. E. Semenova ◽  
I. A. Koneva ◽  
N. V. Karpushkina
Keyword(s):  
Primary School ◽  
Positive Emotions ◽  
Early Ontogenesis ◽  
School Age ◽  
Negative Consequences ◽  
Gender Specificity ◽  
Open Coding ◽  
And Gender ◽  
Children’S Views ◽  
Primary School Age

Introduction. This article presents the results of the research project "Children's Vision of the COVID-19 pandemic" implemented in 2020. According to many experts, the COVID-19 pandemic has led to negative consequences for the physical (somatic), psychic and psychological and the health of the population. The works of foreign and domestic authors state the facts of a number of negative psychological effects of an emotional, mental and behavioral nature. However, against the background of the available research, a significant gap is found, which concerns the children's version of the perception of the situation of the pandemic and forced isolation, and above all its gender specificity in relation to the stage of early ontogenesis – senior preschool and primary school age.Materials and Methods. To collect the actual data, a projective verbal method of writing a story on the theme "The Tale of the Coronavirus" was used. In total, 138 stories were collected (68 of them were composed by girls and 70 by boys), the content analysis of which was carried out through the open coding procedure. Comparative gender analysis of the texts of the stories was conducted in seven main categories: "characteristics of the coronavirus", "origin of the coronavirus", "current (frustrated) needs", "resources for overcoming difficulties", "emotions", "key events" and "gender of the characters".Results. The data obtained showed the predominantly negative nature of children's views of the coronavirus, pronounced discomfort in most of them caused by frustration of the needs for security, freedom, positive emotions and social contacts, the predominance of a mostly anxious emotional background of the perception of the pandemic situation with a predominance of fear, as well as a special emphasis on such resources for overcoming difficulties as compliance with preventive measures and hygiene rules, medical care and restriction of activity. At the same time, the gender specificity of children's ideas about the COVID-19 pandemic was found, which consists in a more pronounced orientation towards people of their own sex, emphasizing their own role in solving the problem and focusing on active resistance to the threat in boys and focusing on the emotional side of events, emphasizing the role of others and waiting for salvation from outside in girls.Discussion and Conclusions. According to the results of the study, it is concluded that the content of ideas about the COVID-19 pandemic and self-isolation of girls and boys of senior preschool and primary school age, along with general trends, has a gender specificity, which reflects the results of differentiated gender socialization prevailing at the stages of early ontogenesis, based on the tradition of gender polarization.

scholarly journals FUTURE I IN THE SPEECH OF THE VRANJE'S CHILDREN IN PRESCHOOL AND PRIMARY SCHOOL

2018 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Dragana Stanković
Keyword(s):  
Primary School ◽  
Sex Education ◽  
School Age ◽  
Place Of Residence ◽  
Age And Gender ◽  
Frequency Index ◽  
And Gender ◽  
Primary School Age ◽  
Parents Education

The paper presents the results of the analysis of the usage of futures in the speech of the Vranje's children of preschool and primary school age. In this regard, all forms of futures are used by the examinees, and then by calculating the frequency index (IF) the frequency of usage of the dialectic futures structure and the dependence of the usage of this structure on non-linguistic factors - the age of pupils, sex, education of both parents, places of residence, attending kindergarten / school. The sample covered 40 examinees, children of pre-school and primary school age, different sex, parents education and place of residence. The obtained results indicate the use of three different constructions in the service of Futures I, whereby the dialectic futuric structure is the most frequent and resistant to the influence of the language standard. So, the influence of non-linguistic factors on the usage of the dialectic Futuric form is visible, but not great. As a result, age and gender have no influence. The obtained results can contribute to the improvement of the processing of futures in the teaching of the Serbian language, which is particular importance for teaching in the pronounced dialectical area such as the Prizren-South Moravian region, to which the Vranje's speech belongs to.

scholarly journals Social and Cultural Features of the Development Components of Creativity in Primary School Children (for example, Russian and Tajiks schoolchildren)

2015 ◽  
Vol 7 (2) ◽  
pp. 83-96
Author(s):  
G,N. Abdurahmonov
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
School Age ◽  
Russian School ◽  
Two Samples ◽  
And Gender ◽  
Primary School Age ◽  
Different Cultures ◽  
Cultural Features

The problem of the development of the components of creativity in primary school age in different cultures. According to the analysis of psychological and pedagogical literature concludes that the primary school age is asensitive period in the development of creativity. The hypothesis of the study is that the socio-cultural environment influences the development of the components of creativity in primary school children. The article presents the results of a study of the components of creativity in different cultures(for example, Russian and Tajik schoolchildren). Showing differences in the manifestation of the components of creativity in cultural and gender inTajik and Russian school children. According to the results of the study concluded that, in contrast to the Russian school education inTajik schools does not encourage the growth of an important component of creativity-originality. Substantiates the manifestation of socio-cultural features representatives of the two samples on the contents of the drawings.

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).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

Reading for Readiness

1998 ◽  
Vol 2 (1) ◽  
pp. 65-69 ◽  
Author(s):  
William K Kay ◽  
Richard Wilkins
Keyword(s):  
Primary School ◽  
Religious Education ◽  
School Age ◽  
The Bible ◽  
The Uk ◽  
Primary School Age

On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.

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