scholarly journals Study of the value attitude towards the Homeland in primary school children

2021 ◽  
Vol 52 (4) ◽  
pp. 280-296
Author(s):  
Elena G. Gutsu ◽  
◽  
Nadezhda N. Demeneva ◽  
Svetlana A. Zaitseva ◽  
Oksana V. Kolesova ◽  
...  
Keyword(s):  
Primary School ◽  
Large Scale ◽  
Social Activity ◽  
Primary School Children ◽  
Traditional Values ◽  
School Students ◽  
Pearson Criterion ◽  
Formative Stage ◽  
A Value ◽  
High Level

Introduction. The formation of a value attitude in the younger generation towards their Homeland, a sense of patriotism, as well as pride in their Homeland is the basis of the statehood of any country. This problem is especially acute in modern conditions, characterized by a large-scale rethinking of traditional values, the formation of new ideals, and spiritual and moral guidelines. Objective: to study the value attitude towards the Homeland in children aged 8-9 years. Materials and methods. The study was conducted on the basis of secondary schools in Nizhny Novgorod and the Nizhny Novgorod region (Russian Federation), the sample consisted of 316 students aged 8-9 years. The χ2-Pearson criterion was used to statistically evaluate the effectiveness of formative influences. Research results. Based on the theoretical analysis of current research and their own experience, the authors determined the criteria for developing the value attitude of children to the Homeland: awareness of the concept of "Homeland", moral categories, as well as inclusion in social activities. The data of the ascertaining stage showed that only 22.2% of the respondents have a high level of formation of the value attitude towards the Homeland. A significant number of students' answers (77.8%) testifies to the lack of the necessary knowledge regarding the Homeland. This necessitated the organization of purposeful activities aimed at forming a value attitude towards the Homeland among primary school students. As part of the formative stage, the following content lines were implemented: "Russia is my Homeland", "Native land", "I am a patriot of my country", "Father's house", "Culture and traditions of my people". Discussion and conclusion. For the first time, the value attitude towards the Homeland has been purposefully diagnosed among schoolchildren of 8-9 years old. Empirically, the results were obtained, reflecting the peculiarities of awareness of the concepts of "Homeland", "small homeland" by younger schoolchildren. The dynamics are most pronounced in terms of the indicators "Awareness of the concept of "Homeland" and "Involvement in active social activity" (χ2= 91.77; p<0.001).

Differentiation and Individualization of Primary School Education Abroad

2021 ◽  
pp. 41-48
Author(s):  
Irina Artyuhova
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary School Children ◽  
Gifted Children ◽  
School Students ◽  
Education Abroad ◽  
Global Trend ◽  
The Us ◽  
Approach To Teaching ◽  
High Level

The article presents the main results of a critical analysis of the global trend, which is aimed at implementing an individual approach to teaching younger students. The characteristics of the features of primary education in the leading countries, whose primary school students demonstrate a high level of educational achievements in the course of international monitoring studies and occupy corresponding places (Finland and Singapore) are given. Attention is paid to the approach to selection, current forms of work and encouragement of especially gifted children in the US primary education system, which may turn out to be interesting and useful for domestic teachers. Methods of organizing the process of individually differentiated education of primary school children based on proven experience of working with them are considered.

scholarly journals Association between breakfast-eating habit and attention-concentration in primary school children: a cross-sectional study in Badung District

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ni Made Ari Sukmandari ◽  
Ni Wayan Septarini ◽  
Gede Ngurah Indraguna Pinatih
Keyword(s):  
Primary School ◽  
School Children ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Sectional Study ◽  
Eating Habit ◽  
Primary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Breakfast Eating

AbstractBackground and purpose: One of the main benefits of breakfast-eating habit for schoolchildren is to maintain the attention-concentration. The current trend shows a steady decline in the breakfast-eating habit among primary school children. This present study aims to examine the association between breakfast-eating habit and attention-concentration in primary school children.  Methods: A cross-sectional study was conducted involving 160 primary school students year 5 and 6. Samples were selected from six public primary schools within two villages. There were a total of 16 classes of year 5 and 6 in these six schools, and five classes were selected randomly. All students from the selected classes included in the study. Attention-concentration was measured using a digit symbol test, and breakfast-eating habit and total calories intake were measured using the recall 24 hours and a standardised questionnaire. Multivariate analysis with logistic regression was employed to examine the association between breakfast-eating habit and attention-concentration.Results: The majority of students were found to have good concentration (60.63%), with breakfast-eating habit (75.00%), and consumed sufficient amount of calories (53.13%). Our multivariate analysis found a significant association between breakfast-eating habit and attention-concentration among schoolchildren (AOR=14.0; 95%CI: 4,9–67,8).Conclusions: Students with breakfast-eating habit tend to have a good attention-concentration. The total calories intake during breakfast is not associated with attention-concentration among primary school students in Badung District.  

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 Intervenciones educativas sobre nutrición y actividad física en niños de Educación Primaria: Una revisión sistemática

2020 ◽  
Vol 19 (3) ◽  
pp. 547-581
Author(s):  
Marina Llosa Villa ◽  
Francisco Javier Pérez Rivera ◽  
Elena Andina Díaz
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Primary School ◽  
Experimental Studies ◽  
Educational Interventions ◽  
The Body ◽  
Primary School Children ◽  
School Students ◽  
Revisión Sistemática ◽  
Educación Primaria

Introducción: Las intervenciones educativas en el entorno escolar, parecen la forma más efectiva de actuar contra la obesidad infantil. Los objetivos de esta revisión sistemática fueron, describir las intervenciones educativas sobre alimentación y/o actividad física llevadas a cabo en alumnos de Educación Primaria con el fin de disminuir o prevenir la obesidad infantil y analizar la eficacia de dichas intervenciones.Metodología: Se realizó una búsqueda bibliográfica en las bases de datos WOS y SCOPUS. Los criterios de elegibilidad fueron establecidos en base al acrónimo PICOS: (P) niños de educación primaria (6-12 años), (I) estudios que llevaran a cabo intervenciones de nutrición y/o actividad física en el ámbito escolar, (C) no recibir ninguna intervención, (O) evaluar el efecto de los programas educacionales sobre la obesidad infantil, (S) estudios experimentales, publicados entre 2013 y 2017.Resultados y discusión: Se identificaron 571 artículos, y finalmente se incluyeron 22 estudios. Se encontró que las intervenciones más prometedoras fueron las combinadas. La duración, la participación de los padres, el sexo y nivel socioeconómico pueden influir en la efectividad de las intervenciones. Se observó una escasez de intervenciones teóricamente fundamentadas.Conclusiones: Las intervenciones con mejores resultados son las combinadas, con actividades incluidas en el currículo y la participación de los padres. Las intervenciones a largo plazo parecen tener mejores resultados. Estos programas ayudan a la adquisición de hábitos saludables y existe cierta evidencia de que son útiles en la disminución del Índice de Masa Corporal (IMC) o en la prevención de la obesidad infantil. Introduction: Educational interventions in the school environment seem the most effective way to act against childhood obesity. The objectives of this systematic review were to describe the educational interventions on nutrition and / or physical activity carried out in primary school students in order to reduce or prevent childhood obesity and analyze the effectiveness of these interventions.Methodology: A bibliographic search was carried out in the WOS and SCOPUS databases. Eligibility criteria were established based on the acronym PICOS: (P) primary school children (6-12 years), (I) studies that will carry out nutrition and / or physical activity interventions in the school setting, (C) not receive any intervention, (O) evaluate the effect of educational programs on childhood obesity, (S) experimental studies, published between 2013 and 2017.Results and discussion: 571 articles were identified, and finally 22 studies were included. It was found that the most promising interventions were the combined ones. Duration, parental involvement, gender and socioeconomic status can influence the effectiveness of interventions. A shortage of theoretically based interventions was observed.Conclusions: The interventions with the best results are the combined ones, with activities included in the curriculum and the participation of the parents. Long-term interventions seem to have better results. These programs help the acquisition of healthy habits and there is some evidence that they are useful in decreasing the Body Mass Index (BMI) or in the prevention of childhood obesity.  

scholarly journals Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

2020 ◽  
Vol 12 (17) ◽  
pp. 6748 ◽  
Author(s):  
Elsa Santaolalla ◽  
Belén Urosa ◽  
Olga Martín ◽  
Ana Verde ◽  
Tamara Díaz
Keyword(s):  
Social Sciences ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Primary School ◽  
Student Teachers ◽  
Educational Innovation ◽  
Primary School Children ◽  
Teaching Skills ◽  
School Students ◽  
Innovation Project

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.

scholarly journals Breakfast habits, nutritional status and their relationship with academic performance in elementary school students of Tehran, Iran

2019 ◽  
Vol 92 (1) ◽  
pp. 52-58
Author(s):  
Fahimeh Soheilipour ◽  
Hamid Salehiniya ◽  
Mostafa Farajpour.kh ◽  
Mohadeseh Pishgahroudsari
Keyword(s):  
Academic Performance ◽  
Nutritional Status ◽  
Primary School ◽  
Grade Level ◽  
Statistical Significance ◽  
Performance Status ◽  
Primary School Children ◽  
P Value ◽  
School Students ◽  
Breakfast Consumption

Background. The aim of this study was to examine the breakfast habits, nutritional status and their relationship with academic performance in primary school students in Tehran, Iran.Method. In this cross-sectional study 829 primary school children were included. Child Body Mass Index (BMI) was calculated based on the objective measures of height and weight as well as adjusted for age and gender. Data on Breakfast habits and academic performance were collected by a valid checklist. For data analysis we used Chi-squared and Fisher's exact test using SPSS software, version 11.5; statistical significance was assumed if p-value is below the 0.05Results. The average breakfast consumption per week was 5.5 times (days) with a standard deviation of 2.9. Based on the results, 30.9 % of participants did not consume full breakfast (six times or less) and 69.1 % had a complete one. In terms of academic grade level, 88.4 % of the participants were in a high level, 10.3 % in appropriate conditions and only 1.3 % of the respondents required more effort (inappropriate).There was no significant correlation between breakfast consumption and academic status (p=0.73), nutritional status of the participants according to the academic performance status Individuals showed no statistically significant relationship (P=0.9).Conclusion. Unlike previous studies, this study revealed no correlation between the academic grade level of elementary students with nutritional status and breakfast habits. It is suggested that according to the qualitative school scoring method, future studies are needed to assessing the students' academic performance. Other parameters will be considered in addition to the average in order to provide a better perspective of students' academic performance. 

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

Intellectual Abilities and Processes: An Exploratory Study with Implications for Person-Teaching Method Interactions

1979 ◽  
Vol 23 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Geoffrey N. Molloy ◽  
J. P. Das
Keyword(s):  
Primary School ◽  
Cognitive Ability ◽  
Hierarchical Model ◽  
Teaching Method ◽  
Primary School Children ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Apparent Lack ◽  
Intellectual Abilities

The present study examines some relationships pertaining to socioeconomic status (SES) and cognitive ability patterns of primary school children. Specifically the purpose of the study was to explore the relative merits of an hierarchical theory of two levels of cognitive ability, in contrast to a process scheme, positing two parallel modes of coding information. The subjects were 120 grade 4 primary school students. Analyses of the data are supportive of a simultaneous-successive process distinction and provide little confirmation for the hierarchical model. Some suggestions for the apparent lack of support for the hierarchical model are presented and implications for future research are considered.

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