Taking into Account the Individual Characteristics of Those Entering Primary School

2021 ◽  
pp. 103-111
Author(s):  
Valentina S. Gappoeva ◽  
Zinaida G. Khabaeva ◽  
Tatiana A. Bekoeva
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
School Readiness ◽  
Psychosocial Development ◽  
Cognitive Learning ◽  
Conditional Reflex ◽  
Individual Characteristics ◽  
Learning Performance ◽  
The North ◽  
The Individual

School readiness is one of the key components that ensure the success of education. The factors determining a child’s readiness for school include parameters reflecting indicators of physical, psychosocial and psychophysiological development. Morpho-functional immaturity of brain systems that provide the possibility of mental and motor activity, perception and processing of information causes various difficulties in learning. There are various methodological approaches that determine the level of readiness of children for systematic schooling. In the work, Kern-Irasek tests for visual activity (drawing on a given topic), logical and categorical thinking were used to assess readiness for school, an analysis of general awareness and the degree of psychosocial maturity was carried out. The work was carried out on students of the 1st grade of a small rural school and a kindergarten preparatory group. Among the 1st grade students at the end of the 2nd quarter, only girls were prepared for school according to all the analyzed indicators. There were no “immature” children among them, whereas for boys the figure was more than 60%. Overall, the number of “immature children” in the whole class was 33.3%. It is significant that the children belonging to the “immature” group were, as a rule, from large families, where they were not given due attention. Among the children of the kindergarten preparatory group, a larger percentage of those belonging to the category of “mature” and “middle-aged” (90%) were identified. At the same time, the test results again revealed the best results among girls. The data obtained should be considered as evidence of earlier psychofunctional development of girls in relation to boys, which is manifested in their more conscious attitude to learning, better abilities to implement conditional reflex activity, cognitive learning, performance indicators in the first years of training. The high percentage of “immature” children among 1st grade students emphasizes the need for mandatory testing of preschool children and the creation of optimal conditions for their physiological and psychosocial development. Keywords: school maturity, preschool children, psychophysiological factors, school readiness. For citation: Gappoeva V.S., Habaeva Z.G. Taking into Account the Individual Characteristics of Those Entering Primary School // Bulletin of the North Ossetian State University named after K.L. Khetagurov. 2021; 4. DOI: 10.29025/1994-7720-2021-4-103-111 (In Russ.).

scholarly journals Differences in School-readiness among Pre-school Children in Rural and Urban areas of Kisumu County, Kenya

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Catherine Vuhya Mbagaya
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
School Readiness ◽  
Urban Areas ◽  
Urban Children ◽  
Childhood Development ◽  
Rural Children ◽  
Learning And Development ◽  
Rural And Urban ◽  
Grade One

This study compared primary school preparedness of urban and rural preschool children in Kisumu county, Kenya. Children were assessed on their level of learning and development in the following domains: pre-academic skills (pre-literacy and pre-mathematics, executive function, and socioemotional cognition. The sample consisted of 390 preschool children who had completed their curriculum and were transitioning to Grade One. Children were assessed using an adapted and validated form of the Measurement of Development and Early Learning (MODEL) global item set. We hypothesized that urban children would score higher on all domains of learning and development than rural children. Results showed that indeed urban children were more prepared for primary school than were rural children in all the domains of learning examined in this study. In order to achieve Sustainable Development Goal 4 on equitable quality education that ensures life-long learning for all, county and national government should invest in early childhood development and education (ECDE) in both rural and urban so that all boys and girls can be ready for primary education and improve future outcomes for all children.

Features and capabilities of psychological help at-risk younger pupils

2016 ◽  
Vol 1 (3) ◽  
pp. 10-10
Author(s):  
Яковлева ◽  
Mariya Yakovleva
Keyword(s):  
At Risk ◽  
Primary School ◽  
School Children ◽  
Individual Characteristics ◽  
Psychological Help ◽  
Learning Ability ◽  
Primary School Children ◽  
Individual Approach ◽  
Personal Qualities ◽  
The Individual

In junior high meet students who have difficulty mastering academic material should be considered an individual approach, taking into account the individual characteristics of the person and the specific conditions of its formation, as well as using of correctional work, which aims to compensate for the reduced learning ability by forming positive personal qualities in primary school children.

Longitudinal Antecedents of School Bonding in Adolescence

2012 ◽  
Vol 29 (2) ◽  
pp. 107-128 ◽  
Author(s):  
Gill Terrett ◽  
Meredith O'Connor ◽  
Mary T. Hawkins ◽  
Ann Sanson ◽  
Diana Smart
Keyword(s):  
Psychosocial Development ◽  
Maternal Education ◽  
Protective Factor ◽  
Contextual Factors ◽  
Individual Characteristics ◽  
School Bonding ◽  
Adolescent Outcomes ◽  
Australian Sample ◽  
The Individual

School bonding has been identified as a protective factor for a broad range of adolescent outcomes, and it is thus important to identify factors that foster positive relationships with school. The ecological perspective suggests the importance of both individual and contextual antecedents across developmental periods, yet previous research has tended to examine only a narrow selection of school bonding correlates. This study sought to identify longitudinal influences on school bonding, examining the role of both individual and contextual factors over childhood and early adolescence. We draw on data from 1,308 participants (51% female) in the Australian Temperament Project, a large representative Australian sample that has followed the psychosocial development of participants from infancy to adulthood, and thus provides a rare opportunity to address this gap in the literature. Path analysis was conducted to examine individual and contextual predictors of school bonding at 15–16 years. The individual characteristics of higher academic achievement and sociability, and lower hyperactivity predicted school bonding. Contextual factors also made a significant contribution, including the parent–child relationships and maternal education. The results indicate that both individual and contextual factors make unique contributions to school bonding in adolescence, suggesting a number of potential targets for intervention.

scholarly journals Features of diagnostics of the development of preschool children

2021 ◽  
pp. 259-264
Author(s):  
Наталья Николаевна Шельшакова
Keyword(s):  
Preschool Children ◽  
Physiological State ◽  
Individual Characteristics ◽  
Point Of View ◽  
Medical Rehabilitation ◽  
Validity And Reliability ◽  
Test Procedures ◽  
Main Emphasis ◽  
Level Of Thinking ◽  
The Individual

Если посмотреть с точки зрения вариативности, пластичности индивидуальных изменений под воздействием различных факторов и определить данное состояние как процесс жизнедеятельности, а не регресса или акселерации, то целью психолого-педагогической диагностики может быть выявление индивидуальных особенностях ребенка и ресурсов развития (вне зависимости от поставленных диагнозов). Так как поставив целью - уточнение диагноза или определение типа нарушения, основной акцент в диагностике делается на определении отрицательных особенностей развития, который «будто» характерны» при поставленном диагнозе ПМПК (например, низкий уровень развития мышления или памяти при ЗПР). При этом не учитывается следующие показатели: общефизиологическое состояние ребенка на момент обследования (наличие медицинской реабилитации), влияние разноплановых факторов развития, отсутствие точных показателей «нормы развития», сложность доказательства валидности и надежности тестовых процедур. Именно это приводит как к сложностям организации диагностики развития детей дошкольного возраста, так и к проблемам интерпретации результатов данной диагностики. В данной статье проведен сравнительный анализ подходов к диагностике развития у детей дошкольного возраста. Цель статьи состоит в анализе основных показателей диагностики развития у детей дошкольного возраста. If we look from the point of view of variability, plasticity of individual changes under the influence of various factors and define this condition as a process of vital activity, and not regression or acceleration, then the purpose of psychological and pedagogical diagnostics can be to identify the individual characteristics of the child and development resources (regardless of the diagnoses). Since the goal is to clarify the diagnosis or determine the type of violation, the main emphasis in the diagnosis is on determining the negative features of development that are" as if "characteristic" of the diagnosis of PMPK (for example, a low level of thinking or memory development in ZPR). The following indicators are not taken into account: the general physiological state of the child at the time of the examination (the presence of medical rehabilitation), the influence of diverse factors of development, the lack of accurate indicators of the "norm of development", the complexity of proving the validity and reliability of test procedures. This leads both to the difficulties of organizing diagnostics of the development of preschool children, and to the problems of interpreting the results of this diagnosis. This article presents a comparative analysis of approaches to the diagnosis of development in preschool children. The purpose of the article is to analyze the main indicators of the diagnosis of development in preschool children.

REPRODUCTIVE POTENTIAL OF THE KARAKUL SHEEP SHEEP OF THE KARAKALPAK BREED TYPE DEPENDING ON THE CONDITIONS IN THE NORTHWEST OF KYZYLKUM

2020 ◽  
Vol 6 ◽  
pp. 67-70
Author(s):  
Akhmet Abdirazakovich Urimbetov
Keyword(s):  
Reproductive Potential ◽  
Individual Characteristics ◽  
Mating Period ◽  
North West ◽  
Breed Type ◽  
The North ◽  
Green Fodder ◽  
The Individual ◽  
Important Branch ◽  
Kyzyl Kum

The article describes the methods of increasing the breeding productivity of Karakul sheep of the Karakalpak breed type, depending on the diet and seasonality of the sheep's nutrition for the mating period in the North-West Kyzylkum desert. Karakul breeding is the most important branch of agriculture in Karakalpakstan, therefore it is very important to increase the number of livestock, and the mating of Karakul sheep is a very important point in animal breeding. The object of research was the herds of sheep of the Karakalpak breed type in the breeding farm in the North-West Kyzyl Kum. The results of the study of the reproductive potential of sheep showed that in order to increase the number of pregnant queens one and a half months before the planned measures for insemination or mating, enhanced feeding of the sheep and a sufficient amount of balanced and succulent green fodder is necessary. Sheep also need concentrated feed of at least kg per head per day. The individual characteristics of the animals were also taken into account to determine the best time for insemination. For this, constant supervision over the behavior of the tribal members of the herd was organized. Observations also showed that the hunting period in sheep lasts for 1-2 days. and is repeated after 3 weeks. The seasonality of sexual hunting is most associated with autumn and the beginning of winter. In extreme heat and severe cold, hunting is weak.

scholarly journals The Use of Symbolic Means for Solving Cognitive Tasks in Older Preschoolers

2015 ◽  
Vol 7 (1) ◽  
pp. 39-47
Author(s):  
E.A. Tsybulskaya
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Human Behavior ◽  
Individual Characteristics ◽  
Preschool Age ◽  
Cognitive Tasks ◽  
The Past ◽  
Preschool Age Children ◽  
The Individual

We present the results of a replication of the study carried out under the supervision of O.M. Dyachenko in 1995-1997, aimed at studying the individual characteristics of the cognitive development of preschool children. The aim of the presented study was to determine the characteristics of modern symbolic means for solving cognitive tasks use in preschool children. The relevance of replication is due to the importance of the study of the formation and development of various forms of mediation in the preschool age in general and the specific symbolic means in particular, as symbolic means being paired with meanings, are of particular importance in the regulation of human behavior. The study involved 40 students of the Moscow kindergarten at the age of 5 to 6 years. It was shown that the senior preschool age children successfully use symbolic means when performing productive tasks and the performance in cognitive tasks solving using symbolic means in older preschoolers has not changed over the past 20 years.

Neotectonics

2005 ◽  
Author(s):  
Francesco Dramis ◽  
Emanuele Tondi
Keyword(s):  
Western Europe ◽  
Individual Characteristics ◽  
Active Deformation ◽  
North West ◽  
Upper Miocene ◽  
The North ◽  
The World ◽  
The Many ◽  
Definition Of ◽  
The Individual

Debate in neotectonics mainly hinges on how far back in time the prefix ‘neo’ should be taken. The term ‘neotectonics’ means, in a first approximation, geologically young, recent or living (active) crustal structures and processes. Some of the many definitions (Angelier 1976; Mercier 1976; Beloussov 1978; Hancock and Williams 1986; Vita-Finzi 1986; Winslow 1986) focus neotectonic studies only on active deformation (late Quaternary–Present) and accept neotectonics as more or less synonymous to active tectonics, while others trace the neotectonic period mainly from the Middle Miocene. It is very difficult to identify a standard time period for defining the beginning of neotectonics, but the present-day opinion is that it depends on the individual characteristics of each geological environment. According to Fourniguet (1987), no time limit is fixed and the field of investigation extends from the present as far back into the past as necessary to understand present or active deformation. The INQUA (International Union for Quaternary Research) Tectonic Commission has accepted the definition of Mörner (1978): ‘Neotectonics is defined as any earth movements or deformations of the geodetic reference level, their mechanisms, their geological origin, their implications for various practical purposes and their future extrapolations.’ Pavlides (1989) proposed a definition along the following lines: ‘Neotectonics is the study of young tectonic events (deformation of upper crust), which have occurred or are still occurring in a given region after its final orogeny (at least for recent orogenies) or more precisely after its last significant reorganization.’ When western Europe is considered, a major change in boundary conditions occurred in the Upper Miocene (7 Ma) when the motion of Africa became directed to the north-west (Dewey et al. 1989). Geological, seismological, and geodetic data in the Mediterranean region and in continental Europe show that the relative motion of Africa and Europe is still in this direction. For this reason we think that for the neotectonics of western Europe one cannot go far back in time beyond the Upper Miocene. The study of the state of stress of the lithosphere around the world has recently been attempted within the World Stress Map Project of the International Lithosphere Programme (Zoback 1992).

scholarly journals Population characteristics of cephalolichen Lobaria pulmonaria (L.) Hoffm. at the northern limit of its range (Northwest Russia, Republic of Karelia)

2020 ◽  
Vol 10 (2) ◽  
pp. 236-251
Author(s):  
Roman Viktorovich Ignatenko ◽  
Victoria Nikolaevna Tarasova
Keyword(s):  
Individual Characteristics ◽  
Populus Tremula ◽  
Population Characteristics ◽  
Middle Taiga ◽  
Northern Limit ◽  
Lobaria Pulmonaria ◽  
Salix Caprea ◽  
The North ◽  
The Republic ◽  
The Individual

The populations of Lobaria pulmonaria and their characteristics were studied at the northern limit of its range in the Republic of Karelia (Northwest Russia). The study was carried out in northernmost boreal zone on 8 permanent 100 × 100 m sample plots with last disturbance 180–270 years ago. It was found that in the north of the region, the number of substrate units on which lichen grows decreases with an increase of the time since last disturbance from 25 to 11 per ha. In the ontogenetic spectrum (excluding juvenile and immature thalli), virginal thalli prevailed. The proportion of generative thalli in forests in the mid-succession stages (mixed spruce-birch forests) was 2%, and they were absent at later stages (in preclimax spruce forests). In the studied forests, the main substrate of Lobaria pulmonaria was the trunks of living Populus tremula and Salix caprea. With an increase in the diameter and area of the trunk of Populus tremula, the number of thalli increased, and their average area decreased. An important role for Lobaria pulmonaria was played by the individual characteristics of the tree trunk, such as the height above ground, exposure, angle of inclination. The optimal conditions for the growth and development of this species were formed on the aspen trunks. Due to the collecting shape of crown and its wide radius, a large amount of precipitation flowed down the trunk during rain. Moreover, due to the wide and dense crown, the trunks were wet longer than other tree species. Comparison of the obtained data with similar studies done in the subzone of the middle taiga showed that at the limit of the range, the number of substrate units colonized by Lobaria pulmonaria and the number of thalli was smaller than in the south of Karelia. The share of generative thalli in the ontogenetic spectrum of species populations in forest communities of the north taiga subzone was 3 times smaller than in the middle taiga forests.

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

MEDIA SOCIALIZATION OF PERSONALITY IN THE CONTEXT OF INMUTATION IN THE MASS MEDIA

2021 ◽  
pp. 104-109
Author(s):  
Chernysh O.O.
Keyword(s):  
Mass Media ◽  
Negative Impact ◽  
Effective Interaction ◽  
Individual Characteristics ◽  
Media Culture ◽  
Active Growth ◽  
Media Space ◽  
The Media ◽  
The Individual

The urgency of the researched problem is connected with the growing role of mass media in modern conditions leads to change of values and transformation of identity of the person. The active growth of the role of the media, their influence on the formation and development of personality leads to the concept of “media socialization” and immutation in the media. The aim of the study is to outline the possibilities of the process of media socialization in the context of immutation in the media. The methods of our research are: analysis of pedagogical, psychological, literature, synthesis, comparison, generalization. The article analyzes the views of domestic and foreign scientists on the problem of immutation in the media and the transformation of the information space. In the context of the mass nature of the immutation of society, the concept of “media socialization” becomes relevant, which is the basis for reducing the negative impact of the media on the individual.The author identifies the lack of a thorough study of the concept of “media socialization” in modern scientific thought. Thus, media socialization is associated with the transformation of traditional means of socialization, and is to assimilate and reproduce the social experience of mankind with the help of new media.The article analyzes the essence of the concepts “media space”, “mass media” and “immutation”. The influence of mass media on the formation and development of the modern personality is described in detail.The study concluded that it is necessary to form a media culture of the individual, to establish safe and effective interaction of young people with the modern media system, the formation of media awareness, media literacy and media competence in accordance with age and individual characteristics for successful media socialization. The role of state bodies in solving the problem of media socialization of the individual was also determined. It is determined that the process of formation of media culture in youth should take place at the level of traditional institutions of socialization of the individual.The author sees the prospect of further research in a detailed analysis and study of the potential of educational institutions as an institution and a means of counteracting the mass nature of the immutation of society.Key words: immutation, media socialization, mass media, media space, information.

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