scholarly journals Learning Activity as a Means of Developing Theoretical Thinking Capacities

2020 ◽  
Vol 11 ◽  
Author(s):  
Cleber Barbosa da Silva Clarindo ◽  
Stella Miller ◽  
Érika Christina Kohle
Keyword(s):  
Formation Process ◽  
Theoretical Study ◽  
Early Years ◽  
School Age Children ◽  
Learning Activity ◽  
School Age ◽  
Teaching Activity ◽  
Learning Tasks ◽  
Theoretical Thinking ◽  
Conducting Students

The main purpose of this article is to discuss the development of capacities linked to theoretical thinking during the formation process of Learning Activity in students of the early years of elementary school. It considers some elements which could form the basis for thinking about teaching activity as a means of conducting students toward that development. It starts from the hypothesis that the development of the capacities of analysis, reflection, and mental planning depends, essentially, on the systematic organization of the principles and ways of action of the students on the theoretical contents in their learning process. The hypothesis further states that Learning Activity is the most appropriate way to organize pedagogical work for the development of methods of action that would enable students to achieve new higher psychological formations and develop new ways of thinking and acting in the learning environment. The theoretical study was carried out through locating, gathering, analyzing, synthesizing, and reframing the theorical ideas contained in publications, texts, articles, and books by authors of the Cultural-Historical Theory. The study places emphasis on Learning Activity as an adequate way to develop psychic neoformations in school-age children, since their organization, based on the solution of learning tasks through learning actions, is the source of the development of analysis, reflection, and mental planning skills, as constituent parts of theoretical thinking in school-age children.

scholarly journals Dynamics of Learning Motivation in Early School Age Children

2015 ◽  
Vol 11 (2) ◽  
pp. 38-47 ◽  
Author(s):  
T.V. Arkhireeva
Keyword(s):  
Longitudinal Study ◽  
Well Being ◽  
Learning Motivation ◽  
Self Determination ◽  
School Age Children ◽  
Learning Activity ◽  
School Age ◽  
Social Motives ◽  
Early School ◽  
Early School Age

The paper presents outcomes of a longitudinal study on learning motivation in children of early school age. The aim was to reveal the leading motives in first, second, third and fourth grades and to explore the dynamics of some learning motives in children over the whole period of elementary school. As it was found, the learning activity in the children was mostly motivated by social motives, among which the leading ones were the motives of self-determination and well-being. As for learning motives, over the course of all four years the children were for the most part motivated by the content of the learning activity, and not by its process. The dynamics of certain social motives of the learning activity varied across the sample, with some going through the periods of increase and decrease and others having a one-way dynamics. The study also revealed a decrease in the motivation rooted in the learning activity itself between the second and third year; at the same time, in the second, third and fourth years the children were more motivated by the content of the learning activity than by its process.

scholarly journals The Specificity of Motor Learning Tasks Determines the Kind of Skating Skill Development in Older School-Age Children

Sports ◽  
2020 ◽  
Vol 8 (9) ◽  
pp. 126
Author(s):  
Dominik Novak ◽  
Adam Tomasek ◽  
Patrycja Lipinska ◽  
Petr Stastny
Keyword(s):  
Motor Learning ◽  
Ice Hockey ◽  
School Age Children ◽  
School Age ◽  
Change Of Direction ◽  
Performance Change ◽  
Learning Tasks ◽  
Hockey Players ◽  
Before And After ◽  
Time Decrease

The specificity of motor learning tasks for skating development in older school-age children has not been sufficiently explored. The main objective was to compare the effects of training programs using change-of-direction (COD) speed exercises and partial skating task (SeqT) training on speed and agility performance in U12 ice hockey players. Thirteen young ice hockey males (13 ± 0.35 years, 41.92 ± 9.76 kg, 152.23 ± 9.41 cm) underwent three straight speed (4 and 30 m with and without a puck) and agility testing sessions before and after six weeks of COD training and then after a six-week intervention involving partial skating task (SeqT) training. The statistics were performed using magnitude-based decision (MBD) analysis to calculate the probability of the performance change achieved by the interventions. The MBD analysis showed that COD training had a large effect (11.7 ± 2.4% time decrease) on skating start improvement (straight sprint 4 m) and a small effect (−2.2 ± 2.4%) on improvement in agility with a puck. Partial skating task (SeqT) training had a large effect (5.4 ± 2.5%) on the improvement of the 30-m sprint with a puck and moderate effect on agility without a puck (1.9 ± 0.9%) and likely improved the 30-m sprint without a puck (2.6 ± 1.3%). COD training on the ice improves short starts and agility with a puck, while partial skating tasks (SeqT) target longer 30-m sprints and agility without a puck. Therefore, both types of training should be applied in accordance with motor learning tasks specific to current training needs.

Commentary on “Moving toward a neuroplasticity view of bilingualism”: The early years

2014 ◽  
Vol 35 (5) ◽  
pp. 905-909 ◽  
Author(s):  
Fred Genesee
Keyword(s):  
Cognitive Development ◽  
Language Acquisition ◽  
Executive Control ◽  
Early Years ◽  
Frames Of Reference ◽  
School Age Children ◽  
School Age ◽  
Early Stages

Baum and Titone's Keynote Article is a welcome addition to the ongoing and flourishing study of the neurocognitive effects of bilingualism. By focusing their review on executive control in bilinguals from the perspectives of both aging and neuroplasticity in general they have broadened our thinking in useful ways. Because my own research has focused on the early stages of aging and bilingualism in preschool and school-age children, I have chosen to comment on their review with reference to these kinds of learners. I will also focus on the language acquisition part of this discussion because at the heart of the issue is how and to what extent acquisition of more than one language affects cognitive development. My comments reinforce what I believe are important observations in their review and simultaneously seek to extend their call to expand our frames of reference in research on bilinguals even further.

scholarly journals Psychological and pedagogical conditions for the formation of an intellectual and creative personality

2018 ◽  
Vol 27 (3) ◽  
pp. 165-169
Author(s):  
G.V. Pekhota
Keyword(s):  
Secondary Education ◽  
Achievement Motivation ◽  
Self Regulation ◽  
Preschool Age ◽  
Learning Activity ◽  
School Age ◽  
Prenatal Period ◽  
Creative Potential ◽  
Creative Individual ◽  
Theoretical Thinking

The article presents the system of formation of intellectual and creative individual at the different stages of age development: the prenatal period, pre-school and general secondary education stages. The article emphasizes the importance of the prenatal period in the formation of intellectual and creative individual, as the intellectual and creative potential, as well as many features of the character of the future person, level of physical health are laid from the moment of his birth. At the stage of pre-school education it is necessary to create psychological and pedagogical conditions for formation of a child’s subjective position in the game activity, which consists in the manifestation of the search initiative, self-regulation of their actions, immediacy of self-expression. The fundamental psychological innovation of preschool age is creative imagination which is in the basis of the theoretical thinking development in the subsequent stages of age development. At the I stage of general secondary education the learning activity is of crucial importance. It is precisely in the learning activity it is formed the primary component of the intellectual and creative potential of an individual ¬– theoretical thinking: the ability to analyze, plan, reflect. Developing the theoretical thinking of pupils and forming their achievement motivation, we develop giftedness. At the II and III stages of general secondary education it should be provided conditions for high personal activity aimed at achieving the goals in broad cognitive, educational, socially useful and other kinds of activity. In the middle school age communication with peers in communicative, collective-distributed activity is of fundamental importance, and at the senior school age an individual subject of learning activity is already being formed. And precisely this age is a final period in the formation of the whole complex of parameters and characteristics which are necessary for the development of creativity as a personal new formation.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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