scholarly journals The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools

2021 ◽  
Vol 8 (2) ◽  
pp. 173-190
Author(s):  
Marie Fahlén
Keyword(s):  
Primary Schools ◽  
Visual Art ◽  
Educational Practice ◽  
Work Conditions ◽  
School Age ◽  
National Agency ◽  
Individual Interviews ◽  
Individual Agency ◽  
Material Environment ◽  
Swedish School

The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.

scholarly journals Principals’ Perspectives on Pupils’ Social Learning in Swedish School-Age Educare

2020 ◽  
Vol 8 (1-2020) ◽  
pp. 5-21
Author(s):  
Kristina Jonsson
Keyword(s):  
System Theory ◽  
Social Learning ◽  
School Age ◽  
Individual Interviews ◽  
The Core ◽  
Interactionist Perspective ◽  
Democratic Learning ◽  
Swedish School

This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals’ perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner’s (2005) bioecological system theory as a raster, which gives a didactic view on the principals’ governing of the SAEC. Three themes were identified in the principals’ perspectives, which are the core aim of the work in the SAEC, the staff’s approach and pupils’ democratic learning. The results suggest that the perspective of the principals is characterized by having the pupil in focus.

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.

scholarly journals Life-Changing Experiences of Mothers with School-Age Children during the COVID-19 Pandemic: Focusing on Their Health Risk Perceptions and Health-Related Behaviors

2021 ◽  
Vol 18 (9) ◽  
pp. 4523
Author(s):  
Hye Jin Yoo ◽  
JaeLan Shim ◽  
Namhee Kim
Keyword(s):  
Health Risk ◽  
Risk Perceptions ◽  
Qualitative Content Analysis ◽  
School Age Children ◽  
School Age ◽  
Individual Interviews ◽  
The Family ◽  
Health Related Behaviors ◽  
Health Related ◽  
Prevention Methods

This study aimed to explore health risk perceptions, changes in health-related behaviors, and life experiences of mothers with school-age children during the early coronavirus disease (COVID-19) pandemic. Data were collected between 16 July and 10 September 2020, by individual interviews and analyzed through qualitative content analysis. After the twelve participants’ experiences were analyzed, four themes and ten sub-themes were derived. The four themes were: “Struggling to identify the substance of COVID-19,” “Taking the initiative to protect the health of the family,” “Frustrated by the brutal reality of no end in sight,” and “Trying to adjust wisely to an inevitable new lifestyle.” The findings suggest that while the world remains in an ongoing battle with COVID-19, national health institutions should prepare a health education system for specific infection prevention methods that can be practiced by individuals in daily life.

scholarly journals Psychosocial impact on frontline health and social care professionals in the UK during the COVID-19 pandemic: a qualitative interview study

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e047353
Author(s):  
Henry Aughterson ◽  
Alison R McKinlay ◽  
Daisy Fancourt ◽  
Alexandra Burton
Keyword(s):  
Personal Growth ◽  
Social Care ◽  
Well Being ◽  
Work Conditions ◽  
Individual Interviews ◽  
Work Related ◽  
Qualitative Interview Study ◽  
Health And Social Care ◽  
Communication Challenges ◽  
The Uk

ObjectivesTo explore the psychosocial well-being of health and social care professionals working during the COVID-19 pandemic.DesignThis was a qualitative study deploying in-depth, individual interviews, which were audio-recorded and transcribed verbatim. Thematic analysis was used for coding.ParticipantsThis study involved 25 participants from a range of frontline professions in health and social care.SettingInterviews were conducted over the phone or video call, depending on participant preference.ResultsFrom the analysis, we identified 5 overarching themes: communication challenges, work-related stressors, support structures, personal growth and individual resilience. The participants expressed difficulties such as communication challenges and changing work conditions, but also positive factors such as increased team unity at work, and a greater reflection on what matters in life.ConclusionsThis study provides evidence on the support needs of health and social care professionals amid continued and future disruptions caused by the pandemic. It also elucidates some of the successful strategies (such as mindfulness, hobbies, restricting news intake, virtual socialising activities) deployed by health and social care professionals that can support their resilience and well-being and be used to guide future interventions.

scholarly journals MEDIA LITERACY IN EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 2 ◽  
pp. 613-623
Author(s):  
Katarina Vanek
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Primary Schools ◽  
Educational Practice ◽  
School Year ◽  
Starting Point ◽  
8Th Grade ◽  
The Media ◽  
The Republic ◽  
School Curricula

This research has been set in view of the increasing exposure of children and youth to the media and the challenges of the modern education system. The aim was to establish the existence and representation of extracurricular activities in school curricula aimed at media literacy of students in primary schools in the area of Virovitica-Podravina and Požega-Slavonia Counties in the Republic of Croatia. The data were collected by studying the documentation - analysis of 25 school curricula for the 2020/2021 school year, which are available on websites of the schools. The results are described by the descriptive method and point to the existence of extracurricular activities aimed at media literacy of students, but not in all schools. Such extracurricular activities are more represented in higher grades of primary school (5th -8th grade) and are mostly oriented toward journalism, while in lower grades (1st - 4th grade) the most frequent activities are related to Computer Science or a specific aim set within media literacy education. Finally, this research can be a starting point for other research projects for determining the causal links that led to such results and an incentive to improve educational practice in Croatian schools.

scholarly journals Сase-technologies in practice-oriented training of future teachers of preschool and primary general education

2021 ◽  
Vol 113 ◽  
pp. 00036
Author(s):  
N.A. Gushchina ◽  
V.N. Zinovieva ◽  
I.V. Mikityuk
Keyword(s):  
Higher Education ◽  
General Education ◽  
Primary Schools ◽  
Cognitive Activity ◽  
Preschool Age ◽  
School Age ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Case Technologies ◽  
Primary School Age

The article deals with the problem of convergence of fundamental pedagogical education in higher education and real pedagogical practice in preschool organizations and primary schools for the formation of children’s cognitive activity. The article presents the experience of testing pedagogical conditions for the use of case technologies in preparing future teachers for the process of forming prerequisites for cognitive activity in preschool age and cognitive universal educational actions in primary school age.

scholarly journals How young children learn independent asthma self-management: a qualitative study in Malaysia

2020 ◽  
Vol 105 (9) ◽  
pp. 819-824
Author(s):  
Siti Nurkamilla Ramdzan ◽  
Ee Ming Khoo ◽  
Su May Liew ◽  
Steven Cunningham ◽  
Marilyn Kendall ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Primary Schools ◽  
Health Centre ◽  
Smooth Transition ◽  
Self Management ◽  
Theory Approach ◽  
Individual Interviews ◽  
National Medical ◽  
Children With Asthma

ObjectiveWe aimed to explore the views of Malaysian children with asthma and their parents to enhance understanding of early influences on development of self-management skills.DesignThis is a qualitative study conducted among children with asthma and their parents. We used purposive sampling and conducted focus groups and interviews using a semi-structured topic guide in the participants’ preferred language. All interviews were audio-recorded, transcribed verbatim, entered into NVivo and analysed using a grounded theory approach.SettingsWe identified children aged 7–12 years with parent-reported, physician-diagnosed asthma from seven suburban primary schools in Malaysia. Focus groups and interviews were conducted either at schools or a health centre.ResultsNinety-nine participants (46 caregivers, 53 children) contributed to 24 focus groups and 6 individual interviews. Children mirrored their parents’ management of asthma but, in parallel, learnt and gained confidence to independently self-manage asthma from their own experiences and self-experimentation. Increasing independence was more apparent in children aged 10 years and above. Cultural norms and beliefs influenced children’s independence to self-manage asthma either directly or indirectly through their social network. External influences, for example, support from school and healthcare, also played a role in the transition.ConclusionChildren learnt the skills to self-manage asthma as early as 7 years old with growing independence from the age of 10 years. Healthcare professionals should use child-centred approach and involve schools to facilitate asthma self-management and support a smooth transition to independent self-management.Trial registration numberMalaysian National Medical Research Register (NMRR-15-1242-26898).

Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school

2020 ◽  
Vol 16 (4) ◽  
pp. 356-368
Author(s):  
Nadaraj Govender ◽  
Godfrey Mutendera
Keyword(s):  
Primary School ◽  
Indigenous Knowledge ◽  
Primary Schools ◽  
School Curriculum ◽  
Study Data ◽  
Standpoint Theory ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
Primary School Curriculum

Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.

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