scholarly journals Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils

2020 ◽  
Author(s):  
Karine Yurevna Breshkovskaya ◽  
Anna Vladimirovna Morozova
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Primary School Children ◽  
Gifted Children ◽  
Social Emotional ◽  
Successful Development ◽  
Scientific Analysis ◽  
Primary School Pupils ◽  
Psychological Features

A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.

scholarly journals Personal cell phones among children: attitudes of parents of primary school pupils

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Austys ◽  
A Sprudzanaitė ◽  
R Arlauskas ◽  
R Stukas
Keyword(s):  
Social Networks ◽  
Primary School ◽  
Mobile Phones ◽  
School Children ◽  
Cell Phones ◽  
Children's Health ◽  
Primary School Children ◽  
P Value ◽  
Sexual Content ◽  
Primary School Pupils

Abstract Background A large number of primary school children have personal smartphones which enable them to communicate with lots of people and use social networks. However, social networking should not be accessible to primary school pupils due to existing age restrictions. Studies show that cell phones can be used to send offensive or sexual content to children or by them. This might have long-term effects on child's mental health and even provoke suicidal thoughts. While parents are able to control many aspects of children's life, we aimed to disclose parental attitudes towards use of mobile phones among children. Methods A total number of 619 parents of primary school children from middle-sized town of Lithuania participated in this study. Parents anonymously expressed their opinion to questions about personal cell phones usage among children. Distribution of participants was assessed according to social and demographic characteristics. Results Most of the respondents (79.8%) indicated that use of mobile phones might be harmful to children's health, 56.0% indicated that their children use social networks and every second child was registered by their parents (49.5%). Minority of the respondents (8.1%) thought that children (including children from other families) receive messages from strangers and communicate with them (2.1%). Similarly, very few of the respondents thought that children receive offensive (15.0%) or sexual (4.8%) content. Younger and lower educated parents registered their children to social networks more frequently (p-value less than 0.05). Lower educated parents more frequently indicated that offensive or sexual content can reach children via smartphones (p-value less than 0.05). Conclusions Majority of parents of primary school children thought that cell phones might be harmful to children's health but most of them did not pay attention to threats such as communication with strangers or transmission of sexual content. Key messages Only minority of parents of primary school children indicated communication with strangers or transmission of sexual content as threats induced by use of smartphones among children. Regardless that lower educated parents indicated awareness of content-related threats to children more frequently they registered their children to social networks more frequently as well.

scholarly journals Orientation to the Future of Gifted Primary Schoolchildren: Near and Far Goals

2021 ◽  
Vol 13 (1) ◽  
pp. 3-19
Author(s):  
I.Y. Kulagina ◽  
N.B. Shumakova
Keyword(s):  
Primary School ◽  
Personal Development ◽  
Intellectual Development ◽  
Personal Characteristics ◽  
Primary School Children ◽  
Gifted Children ◽  
Modified Method ◽  
Traditional Program ◽  
The Future ◽  
Work Family

The article presents research data on the attitude of gifted children aged 9-10 years to different ages, their ideas about the future, setting short-and long-term goals. There is a great creative potential of giftedness, but how much it will be realized when reaching maturity depends not only on cognitive sphere, but also on the characteristics of the personality. The psychological literature contains contradictory information about the personal characteristics of gifted children; there is very little data on such aspect of personal development as orientation to the future, which determines the relevance and novelty of the study. The study involved 96 children with IQ≥115, enrolled in grades 3 and 4 of the gymnasium for gifted children, and 104 children enrolled in grades 3 and 4 of the secondary school under the traditional program (Moscow). We used the modified method of B. Zazzo “Golden age”, the projective method “Unfinished sentences” and the method of M.V. Matyukhina, which allows us to determine educational motivation in primary school age. It is shown that the majority of primary school children prefer youth as the age period of maximum opportunities. Gifted children are less likely than their peers with normative intellectual development to set short-range goals of good and excellent studies, self-improvement in activities that require physical effort, and more goals related to filling the lack of emotional support. The area of long-range goals related to youth is wider for younger students. Gifted children have a more pronounced orientation to high material security and freedom in its various manifestations, to a lesser extent – to the traditional construction of life (work, family, children).

scholarly journals Features of drawing therapy in the correction of anxiety in primary school children

2021 ◽  
Vol 113 ◽  
pp. 00054
Author(s):  
A.A. Kozhurova ◽  
A.N. Neustroeva
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Research Work ◽  
Primary School Children ◽  
School Age ◽  
Entire Study ◽  
Individual Work ◽  
Primary School Age

The article deals with the study of the nature of anxiety and its impact on personal development, manifested in primary school children. The aim of the study is to identify the features of the influence of drawing therapy on the correction of anxiety in primary school children. The hypothesis of the study is presented as an assumption that the correction of anxiety in children of primary school age will be more successful if a set of classes is used by the method of drawing therapy in compliance with the following pedagogical conditions: classes include various forms of drawing therapy for the correction of anxiety in children, including in remote mode in the conditions of quarantine measures of the pandemic; in the course of classes, adapted individual work is carried out. A description of the entire study on the tasks set is given: to identify the initial levels of anxiety in children; implement an empirical study on the adapted correctional program of drawing therapy and verify the results by monitoring the diagnosis of anxiety in primary school children. The research work is carried out on the basis of school No. 20. Yakutsk, among the students of the 4th grade in the number of 29 people.

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

scholarly journals Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 54-69
Author(s):  
Vaiva Grabauskienė ◽  
Oksana Mockaitytė-Rastenienė
Keyword(s):  
Primary School ◽  
Undergraduate Students ◽  
School Children ◽  
Critical Reflection ◽  
Mathematical Reasoning ◽  
Primary School Children ◽  
Gifted Children ◽  
Audio Recordings ◽  
Adults And Children ◽  
The Difference

In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

scholarly journals PEDAGOGICAL FEASIBILITY OF THE USE OF A REFLECTIVE DIARY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 31 (4) ◽  
pp. 463-468
Author(s):  
A.S. Zelko ◽  
V.S. Sirenko ◽  
A.A. Strelnikova
Keyword(s):  
Primary School ◽  
School Children ◽  
School Child ◽  
Personal Development ◽  
Personal Characteristics ◽  
Feedback System ◽  
Primary School Child ◽  
Educational Process ◽  
Primary School Children ◽  
Diagnostic Tools

In the context of the problem of development of the personality of a primary school child, a reflective diary is considered as a pedagogical tool for personal development of a primary school child and the feasibility of its use in primary school is revealed. The purpose of creating a reflective diary is defined; the effectiveness of using the developed reflective diary is evaluated from the point of view of developing skills of independent work, reflexive skills of a primary school child, in accordance with the indicators of quantitative and qualitative changes in the level of development of the personality of a primary school child. A feedback system has been developed from primary school children in the form of a questionnaire. A number of pedagogical conditions for the effectiveness of the use of a reflective diary are listed: adherence to the frequency of keeping a diary, the use of diagnostic tools in the diary, the stages in filling out the diary, the completeness of the tasks of the diary and recording achievements in the corresponding section, conducting a secondary diagnosis of indicators of the personal characteristics of a younger student, recognizing improvements in the personality of the child by parents, teachers and the child himself. A scale for assessing the effectiveness of a reflective diary is provided. A conclusion is made about the degree of development of the system for assessing the effectiveness of the use of a reflective diary in the educational process of a primary school child.

scholarly journals THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 3 ◽  
pp. 618
Author(s):  
Baiba Trinite
Keyword(s):  
Primary School ◽  
School Children ◽  
School Environment ◽  
Emotional State ◽  
Primary School Children ◽  
Education Programs ◽  
Noise Sources ◽  
Extensive Range ◽  
Primary School Pupils ◽  
The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children. 

Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books

2014 ◽  
Vol 4 (4) ◽  
pp. 29-45 ◽  
Author(s):  
Viviane Lohe ◽  
Daniela Elsner
Keyword(s):  
Primary School ◽  
School Children ◽  
Theoretical Background ◽  
Primary School Children ◽  
Language Awareness ◽  
Software Application ◽  
Primary School Pupils

This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.

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