scholarly journals THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS

2021 ◽  
Vol 7 (5) ◽  
pp. 38-49
Author(s):  
Tamara Pirozhenko ◽  
◽  
Olena Khartman ◽  
Iryna Soroka ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Formation Process ◽  
Value Orientations ◽  
Primary School Children ◽  
School Age Children ◽  
Common Opinion ◽  
Worldview Formation ◽  
High Level ◽  
Primary School Age ◽  
Qualitative Characteristics

Value orientations are reflected in a child’s worldview. Scientists have a common opinion that a person’s worldview begins to be formed in childhood. The key purpose of the study was to analyze the data received from a survey of senior pre-school and primary-school age children with the help of an interview "Factors of a child’s choice of socially significant values", describe the features of a value formation process and measure the levels of pre-school and primary-school children’s worldviews. The structural and dynamic qualitative characteristics of “value orientations” system were represented by the unity of its components: 1) cognitive; 2) emotional; 3) behavioral. The sample consisted of children from various regions of Ukraine. The following levels were distinguished in our research based on the manifested qualitative characteristics of worldviews: a formed picture of the world (the high level); expressed worldviews (the above average one); existing worldviews (the average level); limited worldviews (the below average one); fragmentary worldviews (the low level). The data showed that the majority of Ukrainian preschool and primary-school children had the high and above-average levels of worldview formation. We analyzed emotional, cognitive, and behavioral manifestations of children’s worldviews and generalized characteristics typical for children groups formed based on the levels of worldview formation.

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.

scholarly journals Ecological Exploration of Knowledge and Attitudes Towards Tobacco and E-Cigarettes Among Primary School Children, Teachers, and Parents in Wales: A Qualitative Study

2020 ◽  
Vol 13 ◽  
pp. 1179173X2093877
Author(s):  
Rachel Brown ◽  
Jordan Van Godwin ◽  
Lauren Copeland ◽  
Britt Hallingberg ◽  
Lianna Angel ◽  
...  
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
School Age Children ◽  
Clear Understanding ◽  
Knowledge And Attitudes ◽  
Mixed Messages ◽  
Teachers And Parents ◽  
Primary School Age ◽  
Development Of Attitudes

Experimentation with e-cigarettes has grown rapidly among UK adolescents. To date, this topic has been primarily researched in secondary schools, with less understanding of development of attitudes and behaviours at an earlier age. This research reports qualitative data from interviews with pupils, parents, and teachers at 4 case study schools in Wales (N = 42). It draws on Bronfenbrenner’s Ecological Systems Theory to consider how the intersection of systems surrounding primary school-age children and their interaction with these systems, shape knowledge, and attitudes towards e-cigarettes and tobacco. Findings indicate that consistent messaging on smoking from school and family was reflected in strong disapproval among pupils and clear understanding of harms. This was less evident for e-cigarettes, where messages were mixed and inconsistent between home and school, with concerns over what to tell children about e-cigarettes in light of mixed messages and absence of official guidance. Implications of findings for policy and teaching are discussed.

scholarly journals Coping with the negative experiences of gifted children due to dis-synchrony

2020 ◽  
Vol 15 (3) ◽  
pp. 47-55
Author(s):  
Nafisa Burganova ◽  
◽  
Irina Sibgatullina ◽  
Leisan Zakirova ◽  
Luybov Komarova ◽  
...  
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
Gifted Children ◽  
Negative Experiences ◽  
Professional Activities ◽  
Effective Components ◽  
Interdisciplinary Interaction ◽  
High Level ◽  
Primary School Age ◽  
Modern Technologies

Currently, psychological support for gifted primary school children requires specialists not only to have a high level of psychological and pedagogical, but also other professional competencies for the effective correction of negative experiences. The purpose of the article is to develop methodological techniques and organization of professional activities of psychologists using modern technologies. The leading method for studying this problem is the modelling method, which allows us to consider this problem as a purposeful and organized process for improving professional and special competencies. The structure of the article includes the target, content, organizational procedural and effective components. Optimization of the model of differentiated approach for overcoming negative experiences in gifted children of primary school age due to dis-synchrony using the method of interdisciplinary interaction, will not only overcome negative experiences, but also prevent possible negative emotions, as well as improving the professional skills of specialists working in this field.

scholarly journals READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS

2019 ◽  
Vol 2 ◽  
pp. 114
Author(s):  
Daina Petrova
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Mental Development ◽  
Primary School Children ◽  
School Age Children ◽  
Didactic Material ◽  
Intensive Reading ◽  
Primary School Age ◽  
Reading Teaching

The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.

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 Helminth Infection in Primary School Children and Characteristics of Settlement in The Coastal Village of Kusan Hilir Subdistrict Tanah Bumbu District, South Kalimantan Province, Indonesia

2018 ◽  
Vol 5 (3) ◽  
pp. 66-72
Author(s):  
Budi Hairani
Keyword(s):  
Primary School ◽  
Open Space ◽  
Helminth Infection ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
School Age Children ◽  
Warning Sign ◽  
Cross Sectional ◽  
Hand Wash ◽  
Primary School Age

Environmental factors are very influential in the transmission of helminthiasis. This study aimed to determine the prevalence of helminthiasis in primary school-aged children living in villages with coastal ecosystem types in Kusan Hilir Sub-district, Tanah Bumbu District. Furthermore, we ought to identify and compare the characteristics of settlement areas that may increase the risk of transmission. This cross-sectional study was conducted in February of 2016 with three sampling areas selected purposively (Sepunggur, Juku Eja, and Sungai Lembu Village). Prevalence of helminthiasis was determined by examination of stool samples from primary school-age children (6-15 years old in Indonesia) in selected villages. Characteristics of settlements observed were settlement density, permanence of buildings, availability of public toilets, and the physical environmental characteristics of soil types. Prevalence of helminth infection were as follows: Juku Eja Village (82.93%), Sungai Lembu Village (24.44%), and Sepunggur Village (6.04%). Helminth species found were varies from Soil Transmitted Helminth (STH) to non-STH groups. Juku Eja Village has the most settlement characteristics that support the transmission of helminth. In order to decrease the risk of transmission, it is crucial to improve the infrastructure of villages such as paving, providing public hand-wash facilities, warning sign persuading not to defecate on the beach, and construction of clean green open space as a playground for children. Mass drug administration for the population needs to be done along with health monitoring (especially helminth infection in children) on an ongoing basis.

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.

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