scholarly journals Prevention of dental caries with remineralization in containing Casein Phosphopeptid-Amorphous Calcium Phosphate (CPP-ACP) to students SD Swasta Muhammadiyah – 03 Medan

2019 ◽  
Vol 4 (2) ◽  
pp. 439-443
Author(s):  
Fitri Yunita Batubara ◽  
M. Zulkarnain ◽  
Cut Nurliza ◽  
Nurdiana ◽  
Dewi Kartika
Keyword(s):  
Calcium Phosphate ◽  
Dental Caries ◽  
Primary School ◽  
Community Service ◽  
Amorphous Calcium Phosphate ◽  
Caries Prevention ◽  
School Age ◽  
High Caries Risk ◽  
Grade Ii ◽  
The Impact

Dental caries is an infectious disease caused by demineralization of enamel and dentin which is closely related to the consumption of cariogenic foods. Generally children entering school age have a high caries risk, because at this school age children usually like food and drink snacks as they wish. The impact that occurs when since the beginning has experienced caries is in addition to the function of the teeth as chewing that is disrupted, swollen gums, the child will also experience disturbances in carrying out their daily activities, so the child will not eat and consequently malnutrition can occur, this causes the child to be unable to study because of lack of concentration so that it will affect intelligence. The results of the field analysis and preliminary interviews with school leaders as partners in community service obtained data that students in Muhammadiyah Private Elementary School 03 Medan aged 6-8 years experienced dental caries with the characteristics of cavities, porous, and stains / plaques. These characteristics are related to the patterns or behavior of students who like to consume sweet foods like candy, bread, and chocolate. School Dental Health Efforts (UKGS) have also not been implemented in schools. Therefore, community service is needed to be carried out with a form of socialization prevention for early caries in order to provide knowledge of the main causes, ways of spreading, impact, efforts to prevent dental caries, and providing remineralization (dental caries prevention) containing Casein Phosphopeptid-Amorphous Calcium Phosphate (CPP-ACP) to students of grade II Muhammadiyah Primary School 03 Medan. Community service activities were carried out by five service teams from the Faculty of Dentistry, University of North Sumatra on August 27, 2019, involving as many as twenty two USU FKG students who were undergoing clinical clerkship. The socialization and provision of caries prevention materials to 111 students who were in grade II of Muhammadiyah Primary School - 03 Medan.

scholarly journals Enamel remineralisation-inducing materials for caries prevention

2021 ◽  
Vol 54 (3) ◽  
pp. 165
Author(s):  
Sri Kunarti ◽  
Widya Saraswati ◽  
Dur Muhammad Lashari ◽  
Nadhifa Salma ◽  
Tasya Nafatila
Keyword(s):  
Calcium Phosphate ◽  
Dental Caries ◽  
Tricalcium Phosphate ◽  
Amorphous Calcium Phosphate ◽  
Caries Prevention ◽  
Multifactorial Disease ◽  
Dental Tissue ◽  
Carious Lesions ◽  
Caries Management ◽  
Casein Phosphopeptide

Background: Dental caries is a multifactorial disease indicated by the progressive demineralisation process of dental tissue. It is caused by an imbalance between the remineralisation and demineralisation processes. The focus of caries management is on prevention. Providing materials that can induce remineralisation is one management of caries prevention. Various materials have been or are being researched, such as casein phosphopeptide amorphous calcium phosphate (CPP–ACP), tricalcium phosphate (fTCP), bioactive glass (BAG), and nanotechnologies such as nano-hydroxyapatite (n-HAP) and silver nano fluorine (NSF). Purpose: This study aims to review the development of enamel remineralisation inducing materials as a newer approach in caries prevention. Review: Various ingredients have been shown to increase enamel remineralisation through different mechanisms in preventing the development of carious lesions. Conclusion: CPP–ACP, fTCP, BAG, n-HAP, and NSF can induce enamel remineralisation as caries prevention agents. n-HAP and NSF are the most effective agents to enhance enamel remineralisation to prevent caries.

scholarly journals Preparation of Future Teachers for the Formation of Information-Digital Competence of Primary School Age Students Through the Prism of a Competence-based Approach

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 75-83
Author(s):  
Kseniia Sinenko ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Age ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age ◽  
The Impact

The article is devoted to the actual problem of the professional training of future primary school teachers for the formation information-digital competence of primary school age students from the point of view of the competence-based approach. The urgency of the problem under study has been proved, taking into account the transformation processes taking place in society, in particular: digitalization, updating the content of education, the impact of the consequences of a global pandemic, etc. The essence of the concepts «competence», «competence-based approach», «information-digital competence» has been determined. The priority of the competence-based approach to the problem of professional training of future primary school teachers, including the formation of various competencies of primary school age students, is noted. The leading competencies that make up the information-digital competence of a primary school teacher have been determined (the ability to: navigate the information space, search and critically evaluate information, operate it in professional activities; effectively use existing and create (if necessary) new electronic (digital) educational resources, use digital technologies in the educational process) and a primary school age students (the ability: to understand the essence of information, analyze it, search in different sources and critically reflect on it; to use media for educational purposes; to effective communication on the Internet; to create and distribute various content on the network Internet).

scholarly journals The influence of rhythm and dance to the physical fitness of children of primary school age

2014 ◽  
pp. 39-43 ◽  
Author(s):  
Ю. В. Голенкова ◽  
Н. І. Пальчук
Keyword(s):  
Physical Fitness ◽  
Primary School ◽  
Physical Training ◽  
School Age ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Training Exercises ◽  
The Impact

Objective: to determine the impact of the rhythm and choreography on physical fitness of primary school pupils.Material and methods. Analysis of pedagogical and methodological literature; interviews with experts, questionnaire; surveillance; teacher testing.Research results. The influence of rhythm and choreography means the physical fitness of primary school pupils. It is shown that the use of the lessons of physical training exercises proposed rhythm and choreography contributed to a significant improvement in women flexibility and coordination hurried abilities, and the boys - flexibility

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

Pedagogika ◽  
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).

Assessment and screening the risk of dental caries in children in the rural municipality.

10.12737/7382 ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 0-0
Author(s):  
Русанова ◽  
T. Rusanova ◽  
Юденкова ◽  
S. Yudenkova ◽  
Куралесина ◽  
...  
Keyword(s):  
Dental Caries ◽  
Primary School ◽  
Periodontal Diseases ◽  
Sharp Decrease ◽  
Screening Tests ◽  
School Age ◽  
Rural Municipality ◽  
Number Of Children ◽  
Prevention Programmes ◽  
Primary School Age

The purpose of research: development and evaluation of the effectiveness of methods for assessing and forecasting risk of occurrence and development of dental caries in children of primary school age in the rural municipality. Materials and methods: In accordance with the purpose and tasks we undertook a study of the prevalence and intensity of caries in children of primary school age in the rural municipality. Conclusions: the study of the question of forecasting and assessing the risk of caries in children is a problem, because on the basis of these data, you can define the means-tested child population in the therapeutic and prophylactic activities, calculate the necessary amount of dental care, evaluate the effectiveness of preventive and treatment activities. Effectiveness of screening (prediction) programs can be demonstrated by conducting a randomized studies that have evaluated all available results. The value of screening also depends on adequate screening tests, the accuracy of the test is determined by its sensitivity and specificity. The introduction of prevention programmes leads to a sharp decrease in the intensity of dental caries and periodontal diseases, significant reduction of cases of tooth loss at a young age and increase of the number of children and adolescents from intact teeth.

scholarly journals Using the Web for Science in the Classroom: Online Citizen Science Participation in Teaching and Learning

2019 ◽  
Author(s):  
Cathal Doyle ◽  
Rodreck David ◽  
Jane Li ◽  
Markus Luczak-Roesch ◽  
Dayle Anderson ◽  
...  
Keyword(s):  
Primary School ◽  
Citizen Science ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
School Science ◽  
School Age Children ◽  
School Age ◽  
Primary School Science ◽  
Primary School Age ◽  
The Impact

Introduction: Citizen involvement in scientific projects has become a means of encouraging curiosity and greater understanding of science whilst providing an unprecedented engagement between professional scientists and the general public. In this paper we specifically focus on the impact of online citizen science (OCS) participation in the science education of primary school age children in New Zealand. Methods: We use four exploratory cases within a broader research project to examine the nature and impact of embedding OCS projects that use web-based online crowdsourcing and collaboration tools within classroom environments of primary school science learners.Results & Discussion: Our findings provide insights into primary school teachers’ perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness and capabilities in primary school age children. We also notice that successfully embedding OCS projects in education is affected by the project context, how the results are disseminated, and inclusivity in socio-cultural aspects.....................................................................................................................................................................This paper is a preprint of a paper accepted at the 11th ACM Conference on Web Science 2019 (https://websci19.webscience.org/).

scholarly journals The effect of peer support education on dental caries prevention behavior in school age children at age 10-11 years old

2016 ◽  
Vol 49 (4) ◽  
pp. 217 ◽  
Author(s):  
Debby Syahru Romadlon ◽  
Taufan Bramantoro ◽  
Muhammad Luthfi
Keyword(s):  
Dental Caries ◽  
Health Education ◽  
Peer Support ◽  
Caries Prevention ◽  
School Age Children ◽  
Control Group ◽  
P Value ◽  
School Age ◽  
Prevention Behavior ◽  
Experimental Group

Background: Dental caries is an infectious disease and it is preceded by a progressive demineralization in hard tissue surface of the crown. Dental caries is one of the most common diseases that experienced by school-age children. Health education on the prevention of dental caries and peer support education method can improve the behavior of caries prevention. Purpose: This study aimed to determine the effect of peer support education on dental caries prevention behavior in children of school age. Method: This study is a quasi-experimental design with pretest and posttest control group design. The sampling technique is simple random sampling. The study was conducted in SDN Bandulan 3 Sukun Malang with 35 respondents (experimental group) and in SDN Bandulan 2 Sukun Malang with 35 respondents (control group). The experimental group was treated using peer support education while the control group was given health education with the lecture method. The data of student’s dental caries prevention behavior (knowledge and attitudes) is obtained through a questionnaire. Data were analyzed using paired t-test and independent t-tests with significant p value <0.05. Result: The results showed the average score of knowledge in the experimental group at 20.48 and knowledge among respondents in the control group amounted to 18.02, and the average total score of the attitude of the respondents in the experimental group at 20.08 and in control group of 17.77. Results of independent t test analysis test that there is a significant difference in the average scores of knowledge and attitudes of respondents in the experimental group and the control group (p value 0.000, <0.05). Conclusion: Health education with peer support education method is effective in improving dental caries prevention behavior in children at school age.

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