scholarly journals Overcoming the Fear of Water at the Initial Stage of Learning to Swim

2017 ◽  
pp. 66-71
Author(s):  
Olga Obrazhey
Keyword(s):  
Primary School ◽  
Summer Camp ◽  
Psychological Impact ◽  
Open Water ◽  
Physical Symptoms ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Initial Stage ◽  
Primary School Age

The article deals with the fear of children of primary school age to open water, which appears at the initial stage of teaching swimming and is a serious obstacle to mastering the skills of swimming. Analysis of the scientific researches indicate a lack of reasonable methods of overcoming fears associated with the water during swimming training and scientific methodological developments in the prevention and overcoming fears associated with water, which leads to certain problems and violations of logical consistency in teaching swimming. The following empirical methods as questionnaires, interviews, pedagogical observations are used. The article presents the results of a study of this problem, especially: the results of the survey of primary school children who arrived at the base of the summer camp «Lastochka» in Skadovsk of Kherson region in 2016 during the month of June as well as conversations and observations with them that took place in real conditions of training swimming. This study provided the opportunity to determine the origin of fear causes of primary school age children, to reveal the reasons and statistics of accidents at open water, to identify factors fear of open water of primary school age children. The article indicates signs of the most important physical symptoms associated with the fear of open water. Methodical recommendations developed to overcome fears at the initial stage of swimming lessons in open water based on the principles of psychological impact on the minds of everyone as well as the use of innovative techniques while swimming. Methodical recommendations focus on the preparation and organization of lessons with children of primary school age, with the problem of fear of open water. They aim to overcome fear and to achieve the main goals of the swimming lessons in the summer camp to teach swimming every child.

Organization of Extracurricular Activities of Primary School Children with Sensory Disabilities in an Inclusive Educational Environment

2021 ◽  
pp. 77-89
Author(s):  
Natalya Aleksandrovna Odinokova ◽  
◽  
Victoria Eduardovna Gamanovich ◽  
Olga Vyacheslavovna Dalivelya ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
School Children ◽  
Individual Characteristics ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Sensory Impairment ◽  
Special Educational Needs ◽  
Primary School Age

The article presents the author’s view of the organization extracurricular activities of primary school age children with sensory impairment based on a humanistic approach, focused on the personality of students with special educational needs, taking them into account individual characteristics, abilities and interests. The purpose of the article is to reveal the essence, evolution of formation and meaning in educational space of the school of extracurricular activities, emphasizing attention to the peculiarities of its organization with children of primary school age with sensory impairment. Methodology. The methodological basis is made up of research domestic and foreign authors, the experience of practicing teachers, testifying to the relevance of theoretical and practical software implementation of extracurricular activities with children with sensory impairment. Results. Based on the analysis of regulatory documents, scientific research, literature and teaching materials the concept of “extracurricular activities” was identified and substantiated, issues of structure, content, requirements for the conditions of its conduct on an example of organizing an excursion with children with visual impairments. In detention, conclusions are drawn about the features of the organization of extracurricular activities of primary school children with sensory impairments. In the future, it is envisaged to conduct a practical diagnostic research and analysis of the results obtained, which will reveal efficiency and prioritization of extracurricular activities, organized with children of primary school age with sensory impairment.

scholarly journals GUIDELINES OF SPIRITUAL AND MORAL EDUCATION SYSTEM OF PRIMARY SCHOOL AGE CHILDREN IN THE WRITINGS OF V.V. ZENKOVSKY

2020 ◽  
Vol 224 ◽  
pp. 27-34
Author(s):  
O.S. Lebedeva ◽  
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Modern Society ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Moral Formation ◽  
Moral Principles ◽  
Rational Understanding ◽  
Primary School Age

In modern society, spiritual and moral education is one of the relevant areas in the field of education. Problems in the field of education, associated with the lack of, first of all, a unified ideology, were the basis for studying the established approaches to understanding the subject and content of education. Research and retrospective analysis of the philosophical and pedagogical heritage of the great Russian teacher, psychologist and theologian of the twentieth century V.V. Zenkovsky about the process of spiritual and moral formation of the personality of a child of primary school age made it possible to highlight his fundamental ideas of education. Spiritual and moral development of a personality in Zenkovsky’s pedagogy is impossible without the formation of moral principles in it, where the sphere of “spirituality” is the highest value of a person, the formation and correction of which goes beyond the framework of rational understanding. The basis of such a development of the child is the Christian-humanistic tradition, in which the spiritual and moral personality is integral, free, aware of the unity of the Creator and creation, and sees his life’s destiny in the continuation of God’s creation. Thus, for the theory of the education of Zenkovsky of primary school children, the fact that only moral education, filled with religious meaning, forms the true spiritual order of the child, is essential.

scholarly journals VIDEO FAIRY TALES AS A MEDIA FOR DISASTER MITIGATION IN PRIMAR SCHOOL AGE CHILDREN

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Wildan Seni
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Disaster Mitigation ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Scientific Publications ◽  
Library Research ◽  
Primary School Age

Every time a disaster occurs, one of the groups that becomes victims is children, both as victims of death and victims of injuries. Children who have survived a disaster are the group that suffers the most, they suffer the trauma of the disaster and a deep sense of loss. Therefore, disaster mitigation for children, especially primary school age children, is very important so that they are prepared to face the threat of disasters. The vast territory of Indonesia with a variety of disaster threats faced demands creative ideas so that disaster mitigation messages reach Indonesian children, one of which is the use of fairy tale videos. This study aims to find out the extent to which fairy tales can be used as a disaster mitigation media in developing the readiness of primary school children to face the threat of disaster. This research applies library research methods or literature review to the results of studies and relevant scientific publications. From this study, it shows that video media can significantly influence children's knowledge and attitudes. Disaster mitigation messages that are packaged in the form of fairy tale videos are able to attract the interest of children who are ultimately expected to build their preparedness in facing the threat of disaster.

scholarly journals Awareness, understanding, and help seeking for behaviour problems by parents of primary school age children in Central Jakarta: A qualitative study

2016 ◽  
Vol 50 (1) ◽  
pp. 18 ◽  
Author(s):  
Tjhin Wiguna ◽  
Myron L. Belfer
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Help Seeking ◽  
Emotional Problems ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Perceived Needs ◽  
Children’S Behaviour ◽  
Primary School Age

Background Understanding children’s behaviour and emotional conditions will allow parents to help them cope with the tasks of growing up. The accuracy of parents to identify their children as needing mental health services, and the factor that might influence parental perceptions is important.Objectives To explore parents’ recognition and help-seeking patterns for behavior and emotional problems of school age children; To identify parents’ perceived needs and barriers in achieving access to appropriate mental health services.Methods We involved six parents who had primary school children with behavior and/or emotional problems identified by their class teacher. Parents were interviewed by using a semistructured clinical interview, some were adapted from the Arthur Kleinman’s explanatory model of illness. Data were presented in descriptive and interpretative accounts.Results In general, parents were aware that their children had behavioural and emotional problems but assumed it was part of their normal development. Four parents did not take their children to seek any professional help, assuming they would be able to overcome this situation with the helping hand from the school class teachers. Parents perceived that they were weak in parenting their child.Conclusion This study emphasizes the need to increase parents’ awareness and understanding and helping agencies so they can recognize the problems accurately and overcome the barriers appropriately. [Paediatr Indones. 2010;50:18-25].

scholarly journals Cognitive process development in primary school age children with different types of ontogenesis. Course of correction

2017 ◽  
Vol 15 (1) ◽  
pp. 60-67
Author(s):  
M.You. Maksimenko ◽  
L. Shal
Keyword(s):  
Primary School ◽  
Social Relations ◽  
Process Development ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Psychological Skills ◽  
Different Types ◽  
Moscow City ◽  
Primary School Age

Sufficient level of mental development of the child, formation of the emotional sphere, voluntary activities and socio-psychological skills are the main indicators of child readiness for schooling. It appears to be important to use the neuropsychological approach in diagnostic and correctional work. Correction of disturbed elements in higher mental functions performed to facilitate learning of educational material by children of primary school age with different types of ontogenesis, which makes it possible to increase adaptive capacity, the stress-resistance of children, and to ensure success in social relations. Presented program has been tested on primary school children with combined disorders of cognitive and emotional-personal spheres, studying in the system of inclusion in school №1321 «Kovcheg» of Moscow city.

Do pre-school episodic syndromes predict migraine in primary school children? A retrospective cohort study on health care data

Cephalalgia ◽  
2018 ◽  
Vol 39 (4) ◽  
pp. 497-503 ◽  
Author(s):  
Lucia Albers ◽  
Rüdiger von Kries ◽  
Andreas Straube ◽  
Florian Heinen ◽  
Viola Obermeier ◽  
...  
Keyword(s):  
Primary School ◽  
International Classification ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Headache Disorders ◽  
Abdominal Migraine ◽  
Abdominal Symptoms ◽  
Primary School Age

Objective To assess the relative risk, predictive value and population attributable risk fraction of pre-school episodic syndromes for later migraine in primary school age children. Methods This retrospective cohort study used health insurance data on 55,035 children born in 2006 with no diagnosis of migraine up to the age of 5 years. The relative risk, probability and population attributable risk fraction of migraine prompting a physician visit at the age of 6–10 years in children with episodic syndromes included in the International Classification of Headache Disorders (benign paroxysmal torticollis, benign paroxysmal vertigo, cyclic vomiting syndrome, recurrent abdominal symptoms and abdominal migraine) and those not included in the International Classification of Headache Disorders (pavor nocturnus, somnabulism and bruxism) diagnosed up to the age of 5 years were determined. Results The period prevalence of individual episodic syndromes ranged between 0.01% and 1.40%. For episodic syndromes included in the International Classification of Headache Disorders (recurrent abdominal symptoms and abdominal migraine) and for the episodic syndromes not included in the International Classification of Headache Disorders (somnambulism), the risk for later migraine was increased by factors of 2.08, 21.87 and 3.93, respectively. The proportion of risk for migraine in primary school children explained by any episodic syndromes included in the International Classification of Headache Disorders was 2.18% and for any episodic syndromes not included in the International Classification of Headache Disorders it was 0.59%. Conclusion Several pre-school episodic syndromes are risk factors for migraine in primary school age children. The fraction of migraine in primary school age children explained by prior episodic syndromes, however, is below 3%. A probability to develop primary school age migraine above 50% was only observed for abdominal migraine.

scholarly journals ANALYSIS OF NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN IN MONTENEGRO

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Novica Gardašević ◽  
Milan Anđelić ◽  
Marko Joksimović ◽  
Farruh Ahmedov
Keyword(s):  
Nutritional Status ◽  
Primary School ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Primary School Students ◽  
School Students ◽  
Mediterranean Countries ◽  
Nutritional Analysis ◽  
Primary School Age

Nutritional analysis is a very important segment in monitoring the growth and development of school-age children. The aim of this study was to define the nutritional status based on the results of previous studies with samples taken from the population of primary school students in Montenegro. The analysis included 11 studies with a total of 8619 respondents of both sexes, which mainly dealt with the assessment of the nutritional status of respondents aged 6 to 15 years. Based on the analysis of the research results, it was determined that malnutrition and obesity are significantly present in children of primary school age of both sexes in Montenegro. Taking into account malnutrition and obesity together, the percentages range from 20-40%, which is typical for the Mediterranean countries of Europe, including Montenegro. Also, it was found that the application of different nutrition assessment standards gives different results that sometimes differ significantly on the same sample of respondents.

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.

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