THE PREVALENCE AND STRUCTURE OF DENTOGNATHIC ANOMALIES IN PRIMARY SCHOOL CHILDREN OF UZHGOROD

Violations in the development of the dentognathic aparatus damage not only the health of the child but also adversely affect its adaptation in the social environment. The aim - to study the prevalence and structure of dentognathic anomalies in primary schoolchildren, which corresponds to the period of mixed bite. Materials and methods. Dental examination of primary school children of Uzhhorod at the age of 7-11 years was conducted. The medical cards were selected to analyze 267 people, age groups (7, 8, 9, 10 and 11 years). Among them there were 133 (49.8%) boys and 134 (50.2%) girls. Regarding their age, the average value was 9.17 (± 2.06) years. In the course of the dental examination, the prevalence of dental abdominal anomalies in children has been studied and evaluated. Results of the research and their discussion. A survey of schoolchildren revealed a high prevalence of dentognathic anomalies. An unpleasant surprise was that a high prevalence of dentognathic anomalies was detected in the mixed bite, while at the age of 9 it was 88,1 ± 2,07%. That means that almost every child had one or another bite anomaly or anomalies of the position of the teeth. Among the number of anomalies, the position of the teeth, their appearance, as diastema, trema, occupies a small part at 7 years olds – 10,44 ± 4,38%, at 8 years olds– 8,10 ± 2,5%, at 9 years olds –7,52 ± 3,23%, at 10 years olds – 3,89 ± 1,81% and at 11 years olds – 4,56 ± 2,22%. It is 2-3 times less than the number of anomalies of the position of other teeth that require more complex treatment. The prevalence of distal occlusion predominates in most age groups: at 8 years olds – 48.73 ± 4.36%, at 9 years olds – 37.80 ± 6.12%, at 10 years olds – 20.45 ± 4.02%, and at 11 years olds – 10, 53 ± 3.21%, and only at 7 years olds the deep bite occupies the first place (30.72 ± 6.44%). The number of severe pathologies, such as open and mesial bite, is not too great and they do not occur in all age groups. Their prevalence is: at 8 years olds the bite is open – 5.61 ± 2.12%, mesial – 2.56 ± 1.47%, at 9 years olds open – 7.33 ± 3.28%, mesial is not detected, at 10 years olds – 1,86 ± 1,28% and 1,34 ± 0,86% respectively, at 11 years olds open bite –2,40 ± 1,51%, mesial bite was also not detected. Conclusion. With the age and development of the child, the number of anomalies increases. The results of the obtained data indicate that the most frequent is deep bite, distal bite and anomalies of the position of the teeth. Some types of anomalies are absent or have a low prevalence rate at early school age, gradually becoming more massive (crossbite, open, mesial bite) in older children. The data we receive eloquently testify to the urgent need for the introduction of programs aimed at early detection and treatment of the above mentioned pathology. The high prevalence of dentognathic anomalies in the territory of the city of Uzhhorod in children of elementary school age is connected with insufficient provision of skilled personnel at the state level. Dental examinations at school institutions are becoming less frequent, indicating that there are no preventive measures and no treatment. Timely diagnosis of early forms of dentognathic anomalies can correct violations and ensure the normal development of the dentognathic system. Therefore, the role of early diagnosis and prevention of dental anomalies is extremely important.

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Ability of Pre-school and Primary School Children to Assess the Quality of Explanations

Pedagogika ◽

10.15823/p.2016.57 ◽

2016 ◽

Vol 124 (4) ◽

pp. 129-146

Author(s):

Aušra Daugirdienė ◽

Agnė Brandišauskienė ◽

Danguolė Endriuškienė

Keyword(s):

Primary School ◽

School Children ◽

Age Groups ◽

Quality Criteria ◽

Fourth Grade ◽

Primary School Children ◽

Second Grade ◽

School Age ◽

The Impact

Explanations about the surrounding world are of particular significance for children since it is a way for them to learn and cognise the environment. However, Legare (2014) maintains that little is known about the impact of explanations on learning. For the past decade, explanations have been one of the major themes in the studies of cognitive psychology. They aim at answering the key questions: what is the nature of the phenomenon (explanation), what is it composed of, what are its quality criteria, how is it constructed and perceived by children (Lombrozo, 2006). Hence, the aim of the current paper is to explore the ability of pre-school and primary school children to assess the quality of explanations. The aforesaid aim was posed in accordance with the methodology developed by the authors (the methodology was designed with reference to the study of Baum, Danovitch, and Keil (Baum et al., 2008). The research involved 61 children: 20 pre-school children, and 41 primary school children (21 children of the second grade, and 20 children of the fourth grade respectively). The main conclusions of this research are: – children’s ability to assess the quality of explanations increases from pre-school age to the second grade of primary school, yet at this period, it remains unchanged (from the second to fourth grade); – despite that the ability to assess the quality of explanations on familiar and unfamiliar topics differs in both age groups (pre-school and primary school), the differences are not statistically significant. It has been determined that, assessing explanation on familiar and unfamiliar topics, pre-school children and fourth grade pupils are able to distinguish circular explanations on familiar topics in a more similar way than assessing explanations on unfamiliar topics. Moreover, older primary learners are more precise in assessing explanations on familiar rather than unfamiliar topics; – the oldest children (fourth grade learners) choose a noncircular explanation as a better one more knowingly and reasonably. Meanwhile, children of pre-school age and second grade pupils cannot often point out why they have chosen a noncircular explanation; – only older children (mostly fourth grade pupils and several second grade learners) are able to recognise and identify the structure of a circular explanation. The conducted research provides insights into the ability of small children to assess the acquired information. It is noteworthy that the assessment and creation of explanations is one of the mechanisms of learning and development (Bonawitz et al., 2008; Legare, & Lombrozo, 2014). Hence, their impact is obvious: explanations give a basis for learning, whereas prior knowledge is fundamental for explanations (Williams, & Lombrozo, 2013).

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THE RELEVANCE OF THE DEVELOPMENT OF PERCEPTUAL ABILITIES IN CHILDREN OF PRIMARY SCHOOL AGE

10.46656/proceeding.2021.foreign.language(35) ◽

2021 ◽

Author(s):

Alina Yerofeyeva ◽

Tatyana Kokhanover

Keyword(s):

Primary School ◽

School Children ◽

Age Groups ◽

Primary School Children ◽

School Age ◽

Concentration Time ◽

Perception Of Time ◽

Perceptual Abilities ◽

Primary School Age

Article is devoted to the study of the peculiarities and importance of the development of perceptual abilities of children studying in primary school. First of all, the concept of perception, classification and properties are considered for further understanding of the topic. The article includes a comparison of perception by age groups and shows by the example of an experiment how much perception skills affect the lives of primary school children. The peculiarities of the psyche of children aged 7-10 years, such as concentration time, attentiveness, perception of time, were taken into account. Basically, the article touches on certain types of perceptual abilities, such as visual and auditory perceptions. These types of perception skills are of the greatest importance in the development of children.

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Objectively assessed moderate-to-vigorous physical activity levels among primary school children in Norway: The Health Oriented Pedagogical Project (HOPP)

Scandinavian Journal of Public Health ◽

10.1177/1403494818771207 ◽

2018 ◽

Vol 46 (21_suppl) ◽

pp. 38-47 ◽

Cited By ~ 5

Author(s):

Wei Hai Deng ◽

Per Morten Fredriksen

Keyword(s):

Physical Activity ◽

Linear Regression ◽

Primary School ◽

School Children ◽

Vigorous Physical Activity ◽

Age Groups ◽

Participation Rate ◽

Primary School Children ◽

Activity Levels ◽

Physical Activity Levels

Aims: The objective was to investigate moderate-to-vigorous physical activity levels (MVPA) of primary school children at baseline of the Health Oriented Pedagogical Project (HOPP), Norway. Methods: Data on 2123 children aged 6–12 years were included for analysis (75% participation rate). Average minutes per day in MVPA was objectively measured using accelerometry based on seven-day averages. The sample was analysed for age-, sex-, socioeconomic-, and season-related patterns. A linear regression investigated the moderating effect of these factors as well as body mass index and waist circumference. Results: Some 86.5% of the sample had at least 60 min/day MVPA, averaging 90.7 min/day. The main differences in daily averages were between age groups 6½–9 and 10–12 ( p < .05). Boys (95.8 min/day, 95% CI: 94.1–97.5) were more active than girls (85.6 min/day, 95% CI: 83.9–87.2) in all age groups ( p < .0001). MVPA was lower by 3.5 min ( p < .0001) per additional year of age in the linear regression (R2 = 0.176) and was reduced by 20 min less per day in MVPA in the winter months compared with the summer months ( p < .0001). Conclusions: Physical activity levels are already in decline from 6–7 years old and are likely to continue to decline into adolescence. Interventions must therefore focus on primary school children.

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Dietary Habits and Nutritional Knowledge among Primary School Children in Fayoum Governorate

International Journal of Studies in Nursing ◽

10.20849/ijsn.v4i2.593 ◽

2019 ◽

Vol 4 (2) ◽

pp. 95

Author(s):

Rabab Gad Abd El-Kader ◽

Hanem Awad Mekhamier ◽

Azza El-Sayed Ali Hegazy

Keyword(s):

Primary School ◽

School Children ◽

Dietary Habits ◽

Primary School Children ◽

School Age Children ◽

Study Group ◽

School Age ◽

Nutritional Knowledge ◽

Significant Difference ◽

Fayoum Governorate

Background and aim: Improving the eating habits of children is essential to reduce the future burden of non-communicable illnesses. Nutritional diseases affect higher than 30% of school age children. This study aimed to assess the dietary habits and nutritional knowledge among primary school age children in Fayoum Governorate, Egypt.Study design: A cross-sectional descriptive design was utilized. Setting: The study was implemented in three governmental mixed primary schools in EL-Fayoum city; Egypt, that were selected randomly. Sample: Cluster random sample techniques used for selecting of the study group consisted of 300 students aged from 10-12 years for both sexes attending grade five and six. Tools: three tools of data collection consisted of: 1- self-administered questionnaire comprised socio-demographic data of the students and parents, and students’ knowledge about nutrition, 2- the students’ dietary habits as consumption of the breakfast, drinking water, 3- Health assessment sheet to assess the students’ nutritional status including weight, height, BMI, and appearance.The study findings revealed that 69.3% of the study group were underweight, 36.3% were stunted, and 6.7%, 3.3% were overweight and obese respectively. About 45% had fair knowledge while 34% had good knowledge about the nutrition. More than half of the students had unhealthy dietary behavior and appearance. There was a statistically significant difference (P: 0<0.00) between the academic performance of the school children and their HAZ while there was no statistically significant difference between the academic performance of the students and their WAZ (P: 0.264).Conclusions: underweight is highly prevalent among the primary school students followed by stunting. Most of the students had unhealthy dietary habits and unhealthy appearance while around half of them had fair knowledge about nutrition. The current study recommended developing a nutritional health program for primary school children about the proper nutrition.

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

SHS Web of Conferences ◽

10.1051/shsconf/202111300054 ◽

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.

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Prevalence and structure of foot deformities in primary school children

Perm Medical Journal ◽

10.17816/pmj36633-40 ◽

2020 ◽

Vol 36 (6) ◽

pp. 33-40

Author(s):

N. I. Averyanova ◽

V. V. Pristupova ◽

A. I. Semerikova ◽

I. L. Starkova

Keyword(s):

Early Diagnosis ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Foot Deformities ◽

Main Method ◽

High Prevalence

Aim. To study the prevalence and structure of deformity of the foot in primary school children (pupils of the 1st- 4th grades). Materials and methods. The study involved 277 children aged 7-10 years. The main method of investigation used was computed plantography by means of electronic baropodometer PadProfessional. Results. Deformity of the foot was detected in 58% of children 65.3% of boys and 52.3% of girls (p 0.05). The following pathology was revealed: platypodia, increase in the load on the calcaneal part of the foot and malposition of the foot. The most common pathology was platypodia diagnosed in 28.2% of children. Conclusions. High prevalence of foot deformities requires their early diagnosis and correction as well as improvement of parents knowledge regarding this problem.

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FORMATION OF A HEALTHY LIFESTYLE FOR CHILDREN OF PRIMARY SCHOOL AGE IN GENERAL SECONDARY EDUCATION

Young Scientist ◽

10.32839/2304-5809/2020-11-87-81 ◽

2020 ◽

Vol 11 (87) ◽

Author(s):

Anna Viala ◽

◽

Olena Denysiuk ◽

Keyword(s):

Primary School ◽

School Children ◽

Healthy Lifestyle ◽

Well Being ◽

Primary School Children ◽

School Age ◽

Health It ◽

Methodological Principles ◽

Primary School Age ◽

Perception Of Health

The article explores the problems of motivating a healthy lifestyle of primary school children. The issue of a healthy lifestyle will always be relevant because it plays a key role in maintaining and promoting health. It is especially relevant for the younger generation, because it is our future. The work presents scientists who analyzed the theoretical and methodological principles of forming a healthy lifestyle for children, the formation of a healthy lifestyle from the standpoint of medicine, as well as psychological and pedagogical aspects of educating a healthy lifestyle for children. Selection of previously unsolved parts of the overall problem. The main material of the article states that a healthy lifestyle of children should start with a healthy example of parents and teachers, because they are the ones who lay the foundation for the children lifestyle. The ideological principles of a healthy lifestyle are described, namely: the idea of the priority of the value of health, the perception of health not only as the absence of disease, understanding of health in its four areas - mental, physical, social and spiritual. The criteria for forming a positive motivation for a healthy lifestyle in students are indicated, namely: at the level of physical health, at the level of mental health, at the level of spiritual health and at the level of social well-being. It is necessary to pay special attention when choosing a strategy for the formation of a healthy lifestyle in primary school age, to: psychological and psychophysical characteristics and rely on the area of actual development of the child to work on the formation of a healthy lifestyle was successful. To be more effective in creating motivation for a healthy lifestyle, parents and educators must remember that there must be a systematic approach that includes methods that are comprehensively aimed at implementing a healthy lifestyle. The article presents the most common methods of forming motivation for a healthy lifestyle both in school and in distance learning. The most effective methods in working with primary school children are active methods, as younger students are very active and like to move a lot.

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Can WordBricks Make Learning Irish More Engaging for Students?

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2019040102 ◽

2019 ◽

Vol 9 (2) ◽

pp. 20-39

Author(s):

Monica Ward ◽

Maxim Mozgovoy ◽

Marina Purgina

Keyword(s):

Primary School ◽

Language Learning ◽

School Children ◽

Visual Learning ◽

Age Groups ◽

Primary School Children ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Learning Paradigm ◽

Typical School

Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.

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Prevalence and Pattern of Soil-Transmitted Helminthic Infection among Primary School Children in a Rural Community in Imo State, Nigeria

Journal of Tropical Medicine ◽

10.1155/2015/349439 ◽

2015 ◽

Vol 2015 ◽

pp. 1-4 ◽

Cited By ~ 9

Author(s):

Kelechi Kenneth Odinaka ◽

Emeka Charles Nwolisa ◽

Francis Mbanefo ◽

Alfreda Chinekwu Iheakaram ◽

Seline Okolo

Keyword(s):

Primary School ◽

Rural Community ◽

School Children ◽

Primary School Children ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Imo State ◽

High Prevalence ◽

Helminthic Infection ◽

Study Population

Background.Soil-transmitted helminthic infection is a common public health challenge of primary school children in resource challenged and developing countries. Our aim was to determine the prevalence and pattern of soil-transmitted helminthic infection among primary school children in a rural community in Imo State, Nigeria.Method.The study involved a cross-sectional survey of 284 primary school children in a rural community.Results.The overall prevalence of soil-transmitted helminthic infection (STHI) was 30.3%. Of all STHIs, hookworm was the commonest geohelminth observed, 81 (94.2%). The prevalence of soil-transmitted helminthic infection was more in males, 58 (38.4%), than in females, 28 (21.1%). This difference was statistically significant (P=0.001).Conclusion.The high prevalence rate of soil-transmitted helminthic infection amongst the study population is worrisome. There is need for organized and routine deworming among school children in the community.

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