scholarly journals THE INNER HEALTH LOOK OF CHILDREN WITH EPILEPSY: EMPIRICAL RESEARCH

2017 ◽  
Author(s):  
M. Dzyubyns’ka
Keyword(s):  
Primary School ◽  
Subjective Evaluation ◽  
Health Condition ◽  
Psychological Help ◽  
School Age ◽  
Growing Up ◽  
Age Group ◽  
Older Children ◽  
Family Unit ◽  
Primary School Age

The article investigates the dynamics of the inner health look of children with epilepsy. Having learnt its structure, availability of value-motivational, cognitive, emotional and behavioral components has determined. Characteristics of the components of the inner health look of the children with epilepsy have been pointed out and described. And also there have been combined subjective evaluation of health condition at different stages of children’s age with the epilepsy problem. There have been defined that while growing up they feel the increased differentiation ideas about health, feel the responsibility, independence and reliability on their own experience when they choose the way of treating their health. The older children are, the more obedient they are to the doctor’s advice, but the more seldom they are eager to do the preventing treatment prescribed by them. A disbelieve in traditional treating the epilepsy encourage to look for alternative help. The examined children of a primary school age show insufficient differentiation ideas about meaning of health. In this period a family unit has got an essential impact on forming understanding and attitude to their health among the children with epilepsy. The juveniles consider health to be the most precious thing that, on their view, is dependent on the man’s welfare. They are developing a willing to realize themselves by the wish to freedom and health. In the period of early youth the children with epilepsy start clear imaging the reasons and signs of deteriorating health. The examined children of the oldest age group combine keeping health not only with their own deeds but with such notions as «faith» and «hope». Based on the analyzing the received results the recommendations have been provided about optimizing a psychological help to the families bringing up the children with epilepsy.

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.

scholarly journals Contemporary Picture of Anxiety Manifestations in Children of Primary School Age

2016 ◽  
Vol 8 (1) ◽  
pp. 76-85 ◽  
Author(s):  
V.M. Rudomazina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Optimal Level ◽  
Psychological Help ◽  
Primary School Children ◽  
Theoretical Research ◽  
School Age ◽  
Children Development ◽  
Primary School Age ◽  
Manifest Anxiety

Theoretical research analysis shows that many authors have noted a positive effect of mild anxiety, called the optimal level of anxiety or adaptive anxiety on children development. A study conducted in 2010-2014 was designed to investigate the levels of anxiety in children of primary school age. The study involved 241 elementary school student aged 7 - 11 years. Anxiety was diagnosed by Children's Manifest Anxiety Scale, or CMAS, adapted by A.M. Prikhozhan. The article presents a statistical and qualitative analysis of anxiety manifestations throughout the primary school age. The study revealed the ratio of anxiety levels in primary school children from first to fourth grade, the results are compared with those of previous studies of anxiety. The research allowed to identify the main elementary school periods when children have higher anxiety and often need psychological help.

scholarly journals Pronunciation simplification strategies in child language. Experimental study

2017 ◽  
pp. 46-72
Author(s):  
Eglė Krivickaitė
Keyword(s):  
Primary School ◽  
Preschool Age ◽  
School Age Children ◽  
Consonant Clusters ◽  
School Age ◽  
Older Children ◽  
Word Repetition ◽  
Preschool Age Children ◽  
Primary School Age ◽  
Repetition Task

The aim of this study is to determine the strategies of pronunciation simplification. The sample of the study consisted of 288 Lithuanian children: 96 preschool age children (4;00–4;11), 95 pre-primary school age children (6;00–6;11) and 97 junior primary school age children (8;00–8;11). The data were collected using a non-word repetition task in Lithuanian.The results of the research have shown that Lithuanian children apply universal strategies of pronunciation simplification, mostly substitution and omission; other strategies such as consonant assimilation, metathesis, sound migration to another syllable and sound addition were much less frequent. Also the results show that children possibly apply associations with real Lithuanian words or their derivational forms.The research has demonstrated that the ability to repeat different structure words is related to the rules of Lithuanian phonotactics. Consonant clusters which are typical of Lithuanian words were pronounced accurately, whereas clusters which are rare in Lithuanian words were simplified in their pronunciation. Age was an important factor in the present study: older children repeated non-words more accurately. Older children have a larger lexicon and eventually develop it further; they learn new consonant clusters, which they are capable to pronounce more accurately.

Development of Family Representations in Primary Schoolchildren

2020 ◽  
Vol 9 (3) ◽  
pp. 28-34
Author(s):  
Elena Golubeva
Keyword(s):  
Primary School ◽  
Research Method ◽  
Family Members ◽  
School Age ◽  
Age Group ◽  
Family Situation ◽  
Frequency Of Use ◽  
The Family ◽  
Primary Schoolchildren ◽  
Primary School Age

The article presents the results of a study of ideas about the family in primary schoolchildren of different ages. The respondents were 95 primary schoolchildren, students of the 2nd, 3rd and 4th grades of secondary schools. A free associative experiment was used as a research method. It was found that the content of the most common associations varies from one age group to another. During primary school age, the characteristic that children give to relationships between family members is transformed (“friendship” changes to “love”), the mention of “I” from the list of family members disappears, the frequency of use of generalizing categories (“relatives”, “kin”) increases. The results can be used by specialists working with children to assess the family situation in which the child grows, from the perspective of the experiences of the child.

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.

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.

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