scholarly journals Psychological Correction of School Deadaptation of Pupils at the Transition to the Middle Level

2021 ◽  
Vol 7 (12) ◽  
pp. 346-355
Author(s):  
D. Antonova ◽  
D. Ivanov
Keyword(s):  
Fifth Graders ◽  
Secondary Level ◽  
Diagnostic Techniques ◽  
Middle Level ◽  
School Age ◽  
Level Of Education ◽  
Primary Schoolchildren ◽  
Personal A ◽  
Teachers And Parents ◽  
Primary School Age

The article is devoted to the study of the effectiveness of methods of psychological correction of school deadaptation of fifth graders during the transition from junior to middle level. The problem of school deadaptation in the Russian pedagogical and psychological literature is revealed. The features of deadaptation in primary school age during the transition to the secondary level of education, the features of the correction of school deadaptation of pupils are revealed. Particular attention is paid to the study of manifestations in individual components of school deadaptation: cognitive, emotional-evaluative, behavioral, and personal. A package of psychological diagnostic techniques has been developed. The description of the study of maladjustment of primary schoolchildren during the transition to the secondary level of education is given. The content of the program of psychological correction of school deadaptation during the transition from junior to secondary level, including recommendations for teachers and parents, is disclosed. The results of diagnostics are presented. Analysis of the effectiveness of the program showed that the program allows achieving positive changes in the emotional-evaluative, behavioral and personal components of school deadaptation of fifth graders. At the same time, school adaptability increases.

GAME-COGNITIVE SITUATIONS TO STIMULATE PROSOCIAL BEHAVIOR

2021 ◽  
Vol 12 (1) ◽  
pp. 44-48
Author(s):  
Radoslav Penev ◽  
◽  
Luboslava Peneva ◽  
Keyword(s):  
Prosocial Behavior ◽  
Social Relationships ◽  
Educational Process ◽  
School Age ◽  
Primary Level ◽  
The Social ◽  
Teachers And Parents ◽  
Primary School Age ◽  
Educational Orientations ◽  
Good And Evil

The process of development in preschool and primary school age implies the expansion of contacts with the social environment and, accordingly, the opportunities for full and diverse communication. There are new real and virtual models, in addition to parents, for imitation and identification, the process of social learning is developing in terms of attempts to model social relationships. The game-cognitive situations for stimulating prosocial behavior (behavior aimed at external observance of social norms) presented and tested in the educational process in the kindergarten are a consequence of a study of the life values and educational orientations of the modern Bulgarian family, as well as the notions of 5–7-year-old children about the needs and claims between children, teachers and parents, their ideas of good and evil, likes and dislikes of peers. They can also be realized in the system of the primary level of primary education in the classroom.

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 SPEECH DEVELOPMENT OF CHILDREN OF YOUNGER SCHOOL AGE IN CONDITIONS OF INCLUSIVE EDUCATION BY MEANS OF PLOT AND ROLE PLAY

2020 ◽  
pp. 9-16
Author(s):  
Татьяна Викторовна Богуцкая
Keyword(s):  
Inclusive Education ◽  
External Action ◽  
Speech Development ◽  
School Age ◽  
Proximal Development ◽  
Primary Schoolchildren ◽  
Grammar Rules ◽  
Limited Health ◽  
Primary School Age ◽  
Game Forms

Рассматривается роль речевого развития в контексте общего развития личности ребенка. Анализируются подходы к реализации речевого развития детей младшего школьного возраста в практике инклюзивного образования. Определяются психолого-педагогические условия применения сюжетно-ролевых игр в речевом развитии младших школьников с особыми возможностями здоровья (ОВЗ). Инклюзивное образование на современном этапе развития отечественной педагогической теории и практики требует интеграции всех ресурсов имеющейся образовательной среды. В рамках реализации инклюзивного образования особенно важным является создание условий для ликвидации различных барьеров с целью оптимальной поддержки каждого учащегося и максимального раскрытия его потенциала. Поскольку речевое развитие является важным звеном общего становления личности ребенка, оно остается одной из центральных задач всей системы образования. Главная особенность развития речи у детей младшего школьного возраста заключается в сознательном ее усвоении. В этом возрасте идет овладение звуковым анализом, усваиваются грамматические правила построения высказываний. Младший школьный возраст тесно связан с дошкольным. Несмотря на становление нового ведущего вида деятельности – учебной, младшие школьники усваивают материал более эффективно при условии применения игровых форм и методов. Согласно теории Л. С. Выготского, в игре все внутренние процессы проявляются во внешнем действии, так как ребенок опирается на реальные действия, значение которых оторвано от вещей. В игре от ребенка требуется преодоление непосредственных, ситуативных желаний, подчинение правилам, заключающимся в выполнении роли, она создает зону ближайшего развития, меняет сознание ребенка в целом. С развитием речи у ребенка формируется способность комбинировать, целенаправленно действовать, выражать свои замыслы словами. Кроме того, речь непосредственно влияет на развитие детского воображения. Дети с задержкой речевого развития, как правило, испытывают трудности и в развитии воображения. Материалы статьи могут быть использованы в практике деятельности преподавателей кафедр, осуществляющих подготовку будущих педагогов начальной школы в системе среднего и высшего профессионального образования, а также в деятельности учителей общеобразовательных школ на ступени начального образования. Modern education poses the challenge for the pedagogical community to find the best ways to develop, educate, and socialize children with disabilities. Timely started and properly organized work with a child with limited health abilities helps prevent or mitigate secondary in nature violations. A significant part of such children, despite the efforts made by society to educate them, becoming adults, is unprepared for integration in society. In the framework of the implementation of inclusive education, it is especially important to create conditions for the elimination of various barriers in order to maximize the support of each student and maximize their potential. Since speech development is one of the central tasks of the entire education system, it remains an important link in the overall development of the child’s personality. The main feature of the development of speech in children of primary school age is its conscious assimilation. Children master sound analysis, learn grammar rules for constructing sentences. Younger school age is closely related to preschool. Despite the emergence of a new leading type of activity – educational, primary schoolchildren assimilate the material more efficiently provided that game forms and methods are used. According to the theory of L. S. Vygotsky in a game, all internal processes manifest themselves in external action, since the child relies on real actions whose meaning is divorced from things. The game requires the child to overcome immediate, momentary desires, to obey the rules consisting in fulfilling the role, it creates a zone of proximal development, changes the consciousness of the child as a whole. Developing speech, the child forms the ability to combine, act purposefully, expresses his ideas in words. Also, according to the concept of L.S. Vygotsky, the development of speech directly affects the development of children’s imagination. Children with a delay in speech development, as a rule, experience difficulties in the development of imagination.

scholarly journals Ethno-pedagogical conditions for forming a healthy lifestyle in the educational process of younger schoolchildren (Condiciones etnopedagógicas para la formación de un estilo de vida saludable en el proceso educativo de los niños de escuela primaria)

Retos ◽  
2020 ◽  
pp. 488-493
Author(s):  
Marzhangul A. Kusainova ◽  
Riza N. Zhapanova ◽  
Galiyabanu M. Kertaeva ◽  
Sayan T. Zhanbyrbaeva ◽  
Laura E. Alipbayeva
Keyword(s):  
Extracurricular Activities ◽  
Healthy Lifestyle ◽  
Educational Process ◽  
School Age ◽  
Training And Education ◽  
Healthy Habits ◽  
National Values ◽  
The Republic ◽  
Teachers And Parents ◽  
Primary School Age

  Abstract. Insufficient attention is being paid to the potential of applying folk pedagogics and ethnopedagogics in improving society, which is a serious omission that reduces the effectiveness of the formation of a healthy lifestyle for younger students and does not contribute to the continuity of generations in this matter, including preservation of national values and culture. The purpose of the study is to investigate these issues, analyse the works of Kazakh and foreign scientists and formulate proposals for improving the educational process aimed at creating a healthy lifestyle for children in classroom and extracurricular activities. This article investigates the formation of a healthy lifestyle in primary school age. The author of the paper argues that this process should be based on the principles of folk pedagogy and ethno-pedagogy, since it is precisely under the current conditions of globalization and unification of cultures that they can ensure the continuity of generations in the Republic of Kazakhstan in preserving and enhancing national traditions and values of training and education. The author suggests creating a healthy lifestyle for children in classroom and extracurricular activities, attracting prominent Kazakh scientists, writers, poets, local historians, artists to the process, including setting up sightseeing walking tours around Kazakhstan, which will provide younger students with physical activity, necessary knowledge and will facilitate the development of healthy habits associated with maintaining a healthy lifestyle. The paper also draws attention to the fact that a personal example of teachers and parents is the best motivation for younger students in the formation of their healthy lifestyle. Resumen. No se presta suficiente atención a las posibilidades de utilizar la pedagogía popular y la etnopedagogía para mejorar la sociedad, lo que constituye una omisión grave que reduce la efectividad de la formación de un estilo de vida saludable entre los niños de la escuela primaria y no contribuye a la continuidad de generaciones en esta materia, incluso la preservación de los valores y la cultura nacionales. El propósito de la investigación - es estudiar estos temas, analizar los trabajos de científicos kazajos y extranjeros y formular propuestas para mejorar el proceso educativo dirigido a la formación de un estilo de vida saludable para los niños en la escuela y las actividades extraescolares. Este artículo analiza las características de la formación de un estilo de vida saludable en la escuela primaria. El autor del artículo sustenta la tesis de que este proceso debe basarse en los principios de la pedagogía popular y la etnopedagogía, ya que en las condiciones modernas de globalización y unificación de culturas son capaces de asegurar la continuidad de generaciones en la República de Kazajstán en la preservación y mejora de las tradiciones nacionales y valores de formación y educación. El autor propone formar un estilo de vida saludable para los niños en las lecciones educativas y actividades extracurriculares, involucrando a destacados científicos, escritores, poetas, historiadores locales, artistas kazajos en el proceso, así como organizar excursiones a pie a los lugares de interés de Kazajstán, que proporcionarán a los niños de la escuela primaria la actividad física, los conocimientos necesarios y permitirán desarrollar buenos hábitos asociados con un estilo de vida saludable. El artículo también llama la atención sobre el hecho de que el ejemplo personal de los maestros y los padres es la mejor motivación para que los niños de la escuela primaria formen su estilo de vida saludable.  

scholarly journals Return to Education in Malaysia

2009 ◽  
Author(s):  
Rusmawati Said ◽  
Asmaddy Haris ◽  
Robert W. McNabb
Keyword(s):  
Household Income ◽  
Secondary Level ◽  
Middle Level ◽  
Return To Education ◽  
Level Of Education ◽  
Level Data ◽  
Micro Level ◽  
Low Levels ◽  
Gender Differential ◽  
Over Time

The aim of this paper is to present a picture of return to education in Malaysia over the period from 1984 to 1997 based on earning equations model. The paper employed a set of data comprising micro-level data from the Household Income Survey (HIS) for several years during the period 1984 to 1997. The main finding of this paper is the changes in the wage differentials favouring the middle level of education (secondary level of education) workers.  In general, the results show that the return for each level of qualification declined between 1984 and 1997, especially at the higher levels (diploma and degree). Interestingly, the return to education for females at low levels of education is higher than the return by males. However, at higher levels of qualification, especially for those with secondary and high school qualifications, males traditionally have a higher return compared to females workers.  The results also indicated a significant gender differential, however the differences has fallen over time.  

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.

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.

Development of Family Representations in Primary Schoolchildren

2020 ◽  
Vol 9 (3) ◽  
pp. 28-34
Author(s):  
Elena Golubeva
Keyword(s):  
Primary School ◽  
Research Method ◽  
Family Members ◽  
School Age ◽  
Age Group ◽  
Family Situation ◽  
Frequency Of Use ◽  
The Family ◽  
Primary Schoolchildren ◽  
Primary School Age

The article presents the results of a study of ideas about the family in primary schoolchildren of different ages. The respondents were 95 primary schoolchildren, students of the 2nd, 3rd and 4th grades of secondary schools. A free associative experiment was used as a research method. It was found that the content of the most common associations varies from one age group to another. During primary school age, the characteristic that children give to relationships between family members is transformed (“friendship” changes to “love”), the mention of “I” from the list of family members disappears, the frequency of use of generalizing categories (“relatives”, “kin”) increases. The results can be used by specialists working with children to assess the family situation in which the child grows, from the perspective of the experiences of the child.

scholarly journals THE PROBLEM OF DETERMINATION OF DESTRUCTIONS OF EMOTIONAL STATES IN PRIMARY SCHOOL AGE

2021 ◽  
pp. 129-142
Author(s):  
L. Peretiatko ◽  
M. Teslenko
Keyword(s):  
Primary School ◽  
Emotional Disorders ◽  
Parental Attitudes ◽  
Primary School Children ◽  
School Age ◽  
Emotional States ◽  
Wide Range ◽  
Primary Schoolchildren ◽  
Primary School Age

The article analyzes theoretical and empirical approaches to the study of factors of destruction of emotional states in primary school age. The specifics of psycho-emotional disorders in childhood and the factors of its destruction are revealed. It is found that the frequent manifestation of disorders of the psycho-emotional sphere of children is the emergence of fears, and the fears of children are associated with frequent manifestations of anxiety, which are summarized in the anxiety as a personal trait. It is established that the factors of destruction of emotional states in childhood include a wide range of factors, including biological preconditions for the formation of disorders, characterological peculiarities of children (emotionality, vulnerability, impressiveness, insecurity, expression of self), negative influences of socio-political conditions of society, propaganda of violence by mass media. However, the main factor in the formation of any psycho-emotional disorders of children are the shortcomings of family interaction, the uncomfortable nature of relationships with parents, their use of inconsistent and authoritarian types of upbringing. The results of the research of the destruction of emotional states of primary schoolchildren with different types of parental attitudes are analyzed. It is determined that the emotional states of primary schoolchildren largely depend on the type of parental attitude. Excessive concentration on the child provokes the destruction of emotional states of primary school children, provoking anxiety and fears. Instead, the predominance of parental attitudes of the optimal type of emotional contact is expressed in the harmonious emotional states of children.

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

2021 ◽  
Vol 9 (1) ◽  
pp. 7-12
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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