scholarly journals An Animal-Assisted Education Intervention with Dogs to Promote Emotion Comprehension in Primary School Children—The Federico II Model of Healthcare Zooanthropology

Animals ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 1504
Author(s):  
Cristiano Scandurra ◽  
Antonio Santaniello ◽  
Serena Cristiano ◽  
Fabrizio Mezza ◽  
Susanne Garzillo ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Mixed Model ◽  
Peer Interactions ◽  
School Setting ◽  
Primary School Children ◽  
Control Group ◽  
Post Intervention ◽  
Experimental Group

Emotion comprehension (EC) is a crucial competence for children, as it determines the quality of peer interactions. This study assessed the efficacy of an animal-assisted education (AAE) intervention with dogs based on the Federico II Model of Healthcare Zooanthropology (FMHZ) to promote EC in a group of primary school children. One hundred and four children (48 females) aged 6–7 years took part in the study, of whom 63 participated in the AAE intervention (i.e., experimental group) and 41 did not (i.e., control group). The intervention was deployed in a school setting through a group format and consisted of five bimonthly sessions. EC was assessed pre- and post-intervention, and at a 3-month follow-up. Student’s t-test and mixed-model ANOVA were performed to analyze the effect of the intervention on EC. EC significantly improved in children of the experimental group compared to the control group. Significant time effects from pre- to post-intervention, post-intervention to follow-up, and pre-intervention to follow-up assessment were found in the experimental group only. AAE based on FMHZ was effective in improving EC in children.

scholarly journals Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

2019 ◽  
Vol 16 (11) ◽  
pp. 1892 ◽  
Author(s):  
Tetsuhiro Kidokoro ◽  
Yasuo Shimizu ◽  
Kanako Edamoto ◽  
Michael Annear
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
School Time ◽  
Intensity Physical Activity

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

Does Beauty Matter? The Effect of Perceived Attractiveness on Children’s Moral Judgments of Harmful Actions against Animals

2021 ◽  
pp. 001391652110146
Author(s):  
Silvia Collado ◽  
Rocío Rodríguez-Rey ◽  
Miguel A. Sorrel
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Children ◽  
Moral Judgments ◽  
Primary School Children ◽  
Control Group ◽  
Education Intervention ◽  
Moral Transgressions ◽  
Experimental Group ◽  
Perceived Attractiveness

The current research asks whether children’s judgments of harmful actions toward animals depend on animals’ perceived attractiveness. In Study 1, primary school children ( N = 359) rated the perceived attractiveness of six animals and judged how severe it is to hurt them, as compared to moral transgressions, social-conventional transgressions, and personal choices. Hurting attractive animals was perceived as severe as hurting another child, while hurting unattractive animals was evaluated as less serious than social-conventional transgressions. In Study 2, we experimentally tested whether the attractiveness of animals rated as unattractive in Study 1 could be influenced by an environmental education intervention. After the intervention, children in the experimental group ( N = 21) rated unattractive animals as more attractive than before the intervention, and this led to judging harming these animals more severely than before the intervention. No changes were found in the control group ( N = 20).

scholarly journals Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1712
Author(s):  
Choon Huey Teo ◽  
Yit Siew Chin ◽  
Poh Ying Lim ◽  
Shahril Azian Haji Masrom ◽  
Zalilah Mohd Shariff
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Nutrition Education ◽  
Cognitive Performance ◽  
School Children ◽  
Intervention Group ◽  
Primary School Children ◽  
Post Intervention ◽  
School Canteen

In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7–11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.

Evaluate the effectiveness of structured teaching program on knowledge regarding moral development among higher primary school children in selected schools at Kollegal

2021 ◽  
pp. 359-363
Author(s):  
Vishakantamurthy D G ◽  
Kavya B P ◽  
Manjula S ◽  
Prasannakumar M S
Keyword(s):  
Moral Development ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
Research Approach ◽  
Teaching Program ◽  
Chi Square ◽  
Structured Teaching ◽  
Experimental Group

Children learn their morals both from their family of origin, and the larger community of friends and school. This process can be guided and worked with a bit better if the adult understands the different levels of moral understanding that a child goes through at what age. The research approach adopted for the study was evaluative approach and the research design adopted was quasi experimental design. Fifty students from National higher primary school, kollegal were selected as control group and fifty students from xiv wisdom school; kollegal was selected as experimental group by purposive sampling. Structured questionnaire containing 24 items on knowledge had used. The reliability of the tool was tested by using test retest method and it was found to be r =0.97 for knowledge questionnaires. Pre assessment of knowledge regarding moral development was done after which the structured teaching program was administered to the higher primary school children in experimental group alone and the post assessment was done after 7 days gap. Data were analyzed by SPSS version -16 t” test was used for finding the effectiveness, Chi square test was used for finding out the association between demographic variables and pretest knowledge. The findings of the study revealed that the planned teaching program regarding moral development among higher primary school children was effective and the posttest knowledge on moral development higher than the pretest score. Hence the structured teaching program found to be effective in increasing the knowledge of students.

Mental Health of Preschool and Primary School Children: Dynamics and Improvement

2020 ◽  
Author(s):  
Valentina Spichak ◽  
Valentina Sirotinkina ◽  
Irina Sokolenova ◽  
Iuliia Akulinina
Keyword(s):  
Mental Health ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Average Score ◽  
The Internet ◽  
Control Group ◽  
Joint Work ◽  
Experimental Group

Abstract Background: Improving the mental health of children is one of the main tasks for modern society. The aim of the work is to study the dynamics of mental health in preschool and primary school children under a psychological and pedagogical experiment. Methods: The study was conducted at 12 kindergartens (250 children) and 3 primary schools (200 children) in 2018 – 2019, in Moscow (Russian Federation). Children of each age group were divided into 2 groups according to the time spent on the Internet. The control group spent up to 15 minutes a day. The experimental group had an uncontrolled pastime. In total, there were 4 groups. The performance indicators (average score) and the dynamics of aggression were studied. The parents were provided with a survey. Children and parents had lectures with psychologists and teachers during the second academic year. The child aggression can be associated with an extra time spent on the Internet and the conniving attitude of parents. Results: The conducted research confirmed the importance of complex actions in reducing the aggressiveness and improving the mental health of children. The joint work of psychologists, parents and children themselves gave positive results. The control groups children significantly faster reduced aggressiveness by 1.4 - 1.6 times, on average, comparing to the experimental groups (1.2 times, p ≤ 0.05). The aggressiveness of children is associated with a lack of parents’ attention, that leads to uncontrolled surfing on the Internet and playing video games. Children from the experimental group demonstrated aggressive behavior 1.5 - 1.7 times more often than children from the control group (p ≤ 0.01). The survey of parents showed the same pattern. Thus, connivance of aggression and an aggressive reaction to communication with teachers were more significant (0.5 - 0.7 times, p ≤ 0.05) in the experimental group compared with the control. Conclusions: The improvement of the behavior of children was successful already after a 1 year of the experiment. The academic performance improved, while aggressiveness decreased in all groups.

scholarly journals Reducing Aggression by Developing Emotional and Inhibitory Control

2021 ◽  
Vol 18 (10) ◽  
pp. 5263
Author(s):  
Miriam Romero-López ◽  
María Carmen Pichardo ◽  
Ana Justicia-Arráez ◽  
Judit Bembibre-Serrano
Keyword(s):  
Psychosocial Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Generalized Linear Mixed Model ◽  
Emotional Control ◽  
Control Group ◽  
Post Intervention ◽  
Mixed Model Analysis ◽  
Intervention Measures ◽  
Experimental Group

The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development.

scholarly journals Pelatihan Teknik Asertivitas untuk Meningkatkan Self-Esteem Korban Bullying

2016 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Amalia Hana Firdausi ◽  
Maria Goretti Adiyanti
Keyword(s):  
Primary School ◽  
Peer Interactions ◽  
Self Esteem ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Bullying Victims ◽  
And Control ◽  
Experimental Group ◽  
Quasi Experiment

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group

The Effect of an 8-Week Aerobic Dance Program on Executive Function in Children

2021 ◽  
pp. 003151252110580
Author(s):  
Khawla Zinelabidine ◽  
Yousri Elghoul ◽  
Ghada Jouira ◽  
Sonia Sahli
Keyword(s):  
Working Memory ◽  
Primary School ◽  
Cognitive Flexibility ◽  
Repeated Measures ◽  
Mixed Model ◽  
Primary School Children ◽  
Control Group ◽  
Aerobic Dance ◽  
Digit Recall ◽  
Dance Intervention

In the current study, we examined the effect of an aerobic dance program as part of physical education (PE) classes on aspects of primary school children’s executive functions (EFs) (inhibition, working memory, and cognitive flexibility). Participants were 41 children (21 boys and 20 girls; M age =10.30, SD = 0.50 years, M height = 134.09, SD= 3.9 cm; M weight = 35.61, SD = 7.85 kg) who were divided into an experimental group (EG) and a no-PE control group (CG). The EG followed an aerobic dance intervention as part of their PE program (45 minute sessions two days per week over eight weeks). Participants in both groups performed EF tests before and after the intervention period to evaluate their mental flexibility, inhibition, and working memory. A two-way mixed model repeated measures ANOVA revealed a significant effect of the aerobic dance program on participants’ cognitive flexibility (i.e., on Trails Making Tests B-A times and committed errors) ( p <0.001), and on Stroop measures of inhibition (corrected number of words and corrected errors) ( p <0.001 and p <0.01, respectively), with post-hoc analyses showing an improved performance by the EG in working memory (digit recall score) from pre-test to post-test and in comparsion to the CG ( p < 0.001). Thus, this 8-week aerobic dance program promoted EF development among primary school children.

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