scholarly journals Component structure of academic adaptation at primary school age

2021 ◽  
Vol 52 (4) ◽  
pp. 247-262
Author(s):  
Marina V. Grigorieva ◽  
◽  
Rail M. Shamionov ◽  
Elena S. Grinina ◽  
Alexey V. Sozonnik ◽  
...  
Keyword(s):  
Primary School ◽  
Educational Institution ◽  
Self Regulation ◽  
Well Being ◽  
Scientific Data ◽  
School Age ◽  
Component Structure ◽  
Primary Schoolchildren ◽  
Academic Adaptation ◽  
Primary School Age

Modern education is characterized by the variability of forms and requirements, which necessitates the search for the ways of effective academic adaptation of students. The purpose of this study is to study and experimentally confirm the component structure of academic adaptation at primary school age. The study involved 80 primary schoolchildren of the municipal educational institution "Secondary school No. 59" in Saratov (RF) and 51 parents. To study the component structure of the academic adaptation, the authors' questionnaire and scales for parents and children were used to assess the motivational, emotional, cognitive, communicative, personal (regulatory), as well as psychophysiological components of academic adaptation. New scientific data were obtained on the relationship of the motivational component of academic adaptation (with cognitive r= 0.245, at p < 0.05), cognitive (with internal learning motivation, r= 0.529, at p <0.01), and personal (with cognitive r= 0.375, at p< 0.01). It was found that the most variable characteristic of the academic adaptation of primary schoolchildren is the arbitrariness of mental processes (σ = 0.9). As a result of factor analysis, 7 factors of academic adaptation were identified: "Consistency of self-esteem as a good student", "Orientation towards independence in studies and communication with peers", "Psychophysiological distress", "Avoiding school troubles based on emotional self-regulation and thinking through actions at school", "Striving to improve normative behavior at school", "Social success in school", "General emotional well-being at school". It is also shown that, in the views of parents, the mental stress of students is a positive factor in the academic adaptation of their children, while the students themselves experience a negative influence of this factor on the success of their adaptation. The results of the experimental study enabled to create the scientific basis for developing a technology of psychological and pedagogical support for the academic adaptation of primary school students, contributing to the successful inclusion of a child in the educational environment.

scholarly journals Development of moral and ethical qualities of primary schoolchildren through a reflective environment (through the example of mathematics and music lessons)

2020 ◽  
Vol 48 (6) ◽  
pp. 263-274
Author(s):  
Galina Yu. Kolycheva ◽  
◽  
Irina G. Kalinina ◽  
Svetlana Yu. Zavarina ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
General Education ◽  
Primary School ◽  
New Technologies ◽  
Educational Institution ◽  
Statistical Processing ◽  
School Age ◽  
Music Lessons ◽  
Primary Schoolchildren ◽  
Primary School Age

Introduction. The development of pedagogical science requires the introduction of new technologies, forms, and methods of influencing children’s microcommunity. At the present stage of social development, the need for moral and ethical education of the younger generation increasingly arises as the assimilation of external requirements for behavior in accordance with their own convictions, which are actively developing in primary school age. In this regard, it is relevant to study the possibilities of using the reflective environment in multidirectional mathematics and music lessons. The purpose of the study was to study the development of moral and ethical qualities as a result of the organization of a reflective environment at mathematics and music lessons for children of primary school age. Materials and methods. The experimental study was conducted from September 2016 to May 2020. The study was conducted in the Municipal Educational Institution “General Secondary School No. 22” and the Municipal Budgetary General Education Institution “General Secondary School No. 28” in Orekhovo-Zuevo, Moscow Region. Two hundred and twelve schoolchildren studying at these schools took part in the study. The χ2-Pearson statistical test was used for statistical processing. Results. The results obtained during the ascertaining stage of the experiment made it possible to identify and characterize a number of shortcomings in the cognitive, emotional, and behavioral components of the moral and ethical development of primary schoolchildren. In accordance with the need to develop moral and ethical qualities, an appropriate reflective environment was organized in the experimental classes of both schools. The development of moral and ethical qualities of primary schoolchildren through the reflective environment was successful, which is confirmed by statistically significant differences at the control stage of the experiment (χ2 = 42.27>χ20.05). Discussion of results and conclusion. The need for the formation of reflexive abilities in primary school age necessitates the creation of a special environment, the use of effective author’s techniques. It is advisable to include the use of reflective practice-oriented situations in the structure of mathematics and music lessons.

scholarly journals The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

2018 ◽  
Vol 10 (2) ◽  
pp. 64-76 ◽  
Author(s):  
T.G. Fomina ◽  
O.V. Eftimova ◽  
V.I. Morosanova
Keyword(s):  
Primary School ◽  
Big Five ◽  
Self Regulation ◽  
Well Being ◽  
Educational Activity ◽  
School Age Children ◽  
Personality Factors ◽  
School Age ◽  
Subjective Well Being ◽  
Primary School Age

The study on relationship between conscious self-regulation, intrapersonal characteristics, and subjective well-being of younger schoolchildren (N = 156, age 10-11 years) made it possible to reveal and analyze significant links of the regulatory characteristics and personality factors (the Big Five model) with a cognitive parameter of subjective well-being in three spheres: family, school and self-attitude. Morosanova’s Self-Regulation Profile Questionnaire – Junior ), Russian version of the «Big Five Questionnaire – Children BFQ-C (S.B. Malykh , T.N. Tikhomirova, G.M. Vasin) » and Russian adaptation of Multidimensional Students Life Satisfaction Scale MSLSS (T.O. Gordeeva, E.N. Osin) was used. The results analysis provided for identifying significant regulatory and intrapersonal predictors of subjective well-being specific to primary school age children. The level of certain regulatory features development, as well as the general level of conscious self-regulation of educational activity proved to be significant factors of the schoolchildren subjective well-being

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

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.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

scholarly journals Physical development of primary school-age orphan boys with mental retardation

2020 ◽  
Vol 28 (1) ◽  
pp. 30-36
Author(s):  
Elizaveta S. Ovcharenko ◽  
Vera V. Fefelova ◽  
Edward V. Kasparov ◽  
Tatyana P. Koloskova ◽  
Olga V. Smirnova ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Sharp Decrease ◽  
Well Being ◽  
Physical Development ◽  
Residential Home ◽  
Control Group ◽  
School Age ◽  
Anthropometric Parameters ◽  
Primary School Age

Mental retardation is considered one of the most common pathologies of children's mental development. Parameters of physical development are actively used as informative markers of health status, social and hygienic well-being both in norm and in various pathologies. At the same time, not enough attention is given to orphans with intellectual disabilities in this context. Aim. To study the parameters of physical development in primary school-age boys with mental retardation brought up in a specialized orphanage. Materials and Methods. 34 Boys (7-11 years old) were examined. Of these, 20 children with a diagnosis of moderate mental retardation (F71) were brought up in a specialized children's home for mentally retarded children (without parental care). The control group included 14 intellectually healthy boys of the same age who were brought up in an orphanage of a physiological type. Anthropometric parameters (body length, body weight, chest and head circumference, cross-section diameter of the chest), sthenia index, level of physical development, and Quetelet II index were studied. Results. The data obtained indicate a sharp decrease in parameters that characterize physical development of orphan boys with mental retardation in comparison with intellectually healthy orphan boys. Since children were in the same social and hygienic conditions, the identified features may be due to the combined influence of the presence of deviations in the intellectual deve-lopment of children and upbringing in a residential home. Conclusion. The results obtained determine the need for closer medical and hygienic support for orphans with mental retardation.

scholarly journals Gender characteristics of primary school students’ success in solving tasks in the context of varying extrinsic motivational attitudes

2021 ◽  
pp. 673-691
Author(s):  
Alexander Ivanovich Savenkov ◽  
Olga Ya. Gavrilova
Keyword(s):  
Primary School ◽  
Attributional Style ◽  
Creative Thinking ◽  
Educational Institution ◽  
Psychological Characteristics ◽  
School Age ◽  
Primary School Students ◽  
School Students ◽  
Moscow School ◽  
Primary School Age

The article presents the results of an empirical study of specific characteristics of the success of boys and girls of primary school age in solving convergent problems under the condition of varying motivational attitudes. The study was conducted in the elementary school of the State Budgetary Educational Institution of Moscow “School No. 1561” educational complex in 2016-2018. The study sample includes 239 second-grade students the average age of whom was 8.2 years old. 137 of the study participants were boys and 102 were girls which constitutes 57% and 43% of the sample, respectively. Motivation is assessed via the authors’ modification of N.V. Elfimova’s method “A ladder of motives”, a version of M. Seligman’s Children’s Attributional Style Questionnaire (CASQ) modified by N.A. Baturina and D.A. Tsiring, and the authors’ modification of C. Dweck’s Implicit Theory Scale. The study of the cognitive sphere of the primary school students involves J. Raven’s progressive matrices test, P. Torrance’s test of creative thinking, and E.E. Tunik’s adaptation of J. Johnson’s creativity scale. Within the framework of the experiment, two blocks of convergent tasks are formed: one including non-verbal transitivity tasks (the logical block) and the other containing volumetric and spatial thinking tasks (the spatial block). It is established that the success of primary school students of both sexes in solving convergent tasks is associated not only with the extrinsic motivational attitude constructed through verbal instruction but also with the specific psychological characteristics of the development of the cognitive and motivational spheres in children. The relationship between the success in solving convergent tasks and the psychological characteristics of cognitive development and the motivational sphere differs for boys and girls of primary school age which manifests most intensely in the level of development of the non-verbal component, the leading motivation, and the specifics of the development of the attributional style of explaining success and failure, as well as its particular components.

scholarly journals The Relationship Between Executive Functions and Prospective Memory in Primary School-Age Children with Symptoms of Subthreshold ADHD

2021 ◽  
Vol 10 (4) ◽  
pp. 48-67
Author(s):  
I.V. Zapesotskaya ◽  
Z.V. Chuikova
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
Prospective Memory ◽  
Digit Span ◽  
Self Regulation ◽  
School Age Children ◽  
Control Group ◽  
School Age ◽  
Learning Abilities ◽  
Primary School Age

The article presents results of the research of relations between executive functions and prospective memory in primary school-age children with symptoms of subthreshold attention deficit hyperactivity syndrome (ADHD). The ADHD Assessment Scale ― ICD-10 criteria (Sukhotina, 2008) and Observation Form for Recording ADHD Behaviors During Academic Performance in the Clinic or in School) (Carter, 1994) were used to assess the symptoms of ADHD. Cognitive functions were assessed using the Wisconsin Sorting Card Test (Grant &amp; Berg, 1948), Сanum (Gutierrez-Martinez, 2018), Вlock span (Isaacs, Vargha-Khadem, 1989), Digit span-backward (Wechsler, 1997), and measurement by Ana B. Cejudo (Cejudo, 2019). 51 children were recruited, 27 subjects were 6–7 years old and 24 subjects were 10 years old. All participants were divided into 2 control groups (children with typical development) and 2 experimental groups (children with symptoms of subthreshold ADHD). Overall, it was found that children in the group of 6–7 years old with symptoms of subthreshold ADHD have no significant differences with children from the control group in basal components of executive function: working memory, cognitive flexibility and executive attention. However, they show a decrease in learning abilities, self-regulation and an increase of non-perseverative errors along with the fall of event-based prospective memory. Children in the group of 10 years old with symptoms of subthreshold ADHD also showed the fall of learning abilities and prospective memory. The results of correlation analysis show that subjects with symptoms of subthreshold ADHD have changes in the systemic ― functional level which appear as a decreasing amount of links between executive functions and features of prospective memory.

Prevalence Rate and Course of Symptoms of Disruptive Mood Dysregulation Disorder (DMDD)

2018 ◽  
Vol 46 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Katharina Grau ◽  
Paul L. Plener ◽  
Sarah Hohmann ◽  
Jörg M. Fegert ◽  
Elmar Brähler ◽  
...  
Keyword(s):  
Primary School ◽  
Prevalence Rate ◽  
Psychiatric Symptoms ◽  
Well Being ◽  
Population Based ◽  
School Age ◽  
Disruptive Mood Dysregulation Disorder ◽  
Representative Study ◽  
Primary School Age ◽  
Mood Dysregulation

Abstract. Objective: According to DSM-5, Disruptive Mood Dysregulation Disorder (DMDD) is characterized by chronic temper outbursts and irritable moods. So far, little is known about its prevalence rate, course and influence on individual well-being. We assessed the prevalence rates of DMDD symptoms during adulthood and primary school age – the latter retrospectively – and studied their relationship with psychiatric disorders and socioeconomic variables. Methods: A total of 2,413 subjects, aged 18–94 years, participated in this population-based, representative study based on self-reports. Results: 12 (0.50 %) subjects reported elevated DMDD symptoms during adulthood, and 19 (0.79 %) reported elevated DMDD symptoms during primary school age. DMDD symptoms were associated with higher rates of depression and anxiety symptoms. Those reporting elevated DMDD symptoms during adulthood were more often single or divorced, and those reporting elevated DMDD symptoms during primary school age were more often childless and unemployed during adulthood compared to subjects without DMDD symptoms. Conclusions: DMDD symptoms seem to show a chronic course and go hand in hand with elevated psychiatric symptoms and impaired socioeconomic and demographic status.

Development of Emotional Intelligence in Readers of Primary School Age in Literary Reading Lessons

2021 ◽  
pp. 14-16
Author(s):  
L. Sil'chenkova
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Emotional Content ◽  
School Age ◽  
Literary Reading ◽  
Work Of Art ◽  
Primary Schoolchildren ◽  
The Subject ◽  
Methodological Approaches ◽  
Primary School Age

The article is devoted to the development by readers of primary school age of the emotional sphere of a work of art, through which one of the key modern competencies is formed - emotional intelligence. The author describes the possibilities of developing emotional intelligence in junior schoolchildren in the course of studying the subject "Literary reading", which is carried out on the basis of their acquaintance with the psychology of children's fiction. Psychologism is considered as an element of the artistic form of a work, with the help of which its meaning and ideological and emotional content are expressed. The methods of using psychologism in the literary and artistic text are characterized and, taking this into account, the methodological approaches to the development of full-fledged textual activity of primary schoolchildren are considered.

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