scholarly journals Features of the internal picture of the defect in children with severe speech impairment

2019 ◽  
pp. 189-192
Author(s):  
Ul’yana Yu. Sevastyanova
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Age ◽  
Speech Impairments ◽  
Speech Impairment ◽  
Cognitive Components ◽  
Self Image ◽  
Age Related ◽  
Primary School Age

The article presents the structure of the internal picture of the defect in children with severe speech impairments of preschool and primary school age. A theoretical and empirical study was carried out, on the basis of which the features of the internal picture of the defect in children with severe speech impairments were identified. Age-related differences in the physical, emotional, motivational, cognitive components of the internal picture of the defect in children with severe speech impairments are shown. The specifics of the level and assessment of self-image are described depending on the structure of the defect and the age of children with severe speech impairments. Based on the study, the author concludes that the internal picture of the defect is related to the structure of the defect.

scholarly journals Features of drawing therapy in the correction of anxiety in primary school children

2021 ◽  
Vol 113 ◽  
pp. 00054
Author(s):  
A.A. Kozhurova ◽  
A.N. Neustroeva
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Research Work ◽  
Primary School Children ◽  
School Age ◽  
Entire Study ◽  
Individual Work ◽  
Primary School Age

The article deals with the study of the nature of anxiety and its impact on personal development, manifested in primary school children. The aim of the study is to identify the features of the influence of drawing therapy on the correction of anxiety in primary school children. The hypothesis of the study is presented as an assumption that the correction of anxiety in children of primary school age will be more successful if a set of classes is used by the method of drawing therapy in compliance with the following pedagogical conditions: classes include various forms of drawing therapy for the correction of anxiety in children, including in remote mode in the conditions of quarantine measures of the pandemic; in the course of classes, adapted individual work is carried out. A description of the entire study on the tasks set is given: to identify the initial levels of anxiety in children; implement an empirical study on the adapted correctional program of drawing therapy and verify the results by monitoring the diagnosis of anxiety in primary school children. The research work is carried out on the basis of school No. 20. Yakutsk, among the students of the 4th grade in the number of 29 people.

scholarly journals Creativity and moral capacities

2020 ◽  
Vol 26 (3) ◽  
pp. 28-35
Author(s):  
Galina V. Ozhiganova
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
Creative Thinking ◽  
Turning Point ◽  
Moral Behavior ◽  
School Age ◽  
Cognitive Aspect ◽  
Behavior Study ◽  
Primary School Age ◽  
The Relationship

In the article the possibility of establishing a connection between the creative and moral spheres of the person is discussed. The author analyzes the results of foreign and domestic researches devoted to the study of the relationship between creativity and morality. The concept of "moral capacities" is proposed, its definition is given and three aspects of its study are identified. The results of a study of the relationship between creativity and the cognitive aspect of moral capacities in children of primary school age are presented. The empirical study involved 130 people; age – 7-9 years; boys – 71 people and girls – 59 people. The following methods were used: Torrance Test of Creative Thinking – figural form (study of the creative sphere) and two methods that assess children's ideas about moral behavior (study of the moral sphere). The results obtained show that there is no connection between the indicators of creativity and moral capacities in children of 7-9 years old, which is explained, according to the author, by their age characteristics. When interpreting the results, the specificity of primary school age is considered, associated with a turning point in the child's life.

scholarly journals THE DYNAMICS OF PRIMARY SCHOOLCHILDREN’S VALUE-MEANING ORIENTATION

2021 ◽  
Vol 7 (2) ◽  
pp. 59-69
Author(s):  
Iuliia Prykhodko ◽  
◽  
Maryna Lukianenko ◽  
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
Rural Areas ◽  
Value Orientations ◽  
First Year ◽  
School Age ◽  
Pedagogical Practice ◽  
Second Year ◽  
Primary School Age ◽  
Aesthetic Values

Modern economic, cultural, political and social-psychological changes in Ukrainian society, European integration and the national revival are evidence of transformational processes that cause changes in the hierarchy of values and influence young people’s value orientations. Thus, the study of modern primary schoolchildren’s value-meaning orientations is important for psychological science and pedagogical practice. The article purpose is to analyze the implemented empirical study on the hierarchy and dynamics of value-meaning orientations in the primary school age. The article describes the methodology for studying the value- meaning sphere and the essence of the concepts of “values” and “value orientations”. The value- meaning sphere is the core of a personality; it covers an individual’s value orientations and personal meanings. Value orientations are a form of inclusion of social values ​​into an individual activities and behavior; they are formed on the basis of interiorization of the society values ​​. The following methods were used in our empirical study: “Three desires” for first-year schoolchildren (L. Bozovic), “Flower - seven-colors” for second-year schoolchildren (I. Vitkovskaya) and “Unfinished sentences” for third-forth-year schoolchildren (J. Nuttin). The sample consisted of 217 primary schoolchildren in rural areas. Statistical analysis of the obtained ata was carried out using SPSS (v. 25.0). To compare the studied different classes, the Mann-Whitney U-test and the Kruskal-Wallis test (H-test) were used. The hierarchy and dynamics of value orientations at primary school were studied. The upper part in the Table of Value Ranks included: material, hedonistic, nature ​​and altruistic values for first-year schoolchildren; material, family, hedonistic and altruistic values for second-year schoolchildren; altruistic, material, ego-values ​​and values ​​of learning for third-year schoolchildren; altruistic, affiliate ​​and learning values for forth-year schoolchildren. The lower part in the Table of Value Ranks included: existential, affiliate, civic, aesthetic values for first-year schoolchildren; ego-, future profession, civic and aesthetic values for second-year schoolchildren; nature, profession, civic and aesthetic values for third-year schoolchildren; profession, nature, civil and aesthetic values for forth-year schoolchildren. The statistical criteria used in the study found that the value orientations changed depending on primary schoolchildren’s age. Values, which rank increased significantly with age, were: altruistic, existential, civic, affiliate, ego- ​​and learning values. With age, ranks of such values as family, nature, profession, and hedonistic values ​​decreases statistically. The rank of material values ​​somewhat decreases with age, while the rank of aesthetic values ​​remains unchanged throughout the primary school age. They occupy the lower part in the Table of Value Ranks, which, in our opinion, indirectly indicates insufficient attention to aesthetic education, both at school and in family. Thus, the results of our research allow us to assert that primary schoolchildren’s value-semantic orientations change as for their priority ​​during primary school education. These changes are consistent with the patterns of mental development of children at this age and with the changes occurring with the approach of adolescence. Further studies on schoolchildren’s value-meaning sphere are seen in the study of the influence of the locus of control and gender characteristics on its formation, as well as the influence of family education and the media.

scholarly journals Age differences in aggression in Bulgarian primary school age children

2019 ◽  
Vol 12 (2) ◽  
pp. 232-240
Author(s):  
Iva Ivanova Koprinkova-Ilieva
Keyword(s):  
Primary School ◽  
Age Differences ◽  
Age Groups ◽  
Total Sample ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
The Status ◽  
The Mean ◽  
Primary School Age

In order to study the age differences of the status of aggression from the beginning to the end of the primary school age, 244 typically developing Bulgarian children were examined with the adapted for Bulgarian population questionnaire for measurement of aggression and depression in primary school age children. The total sample was divided into 2 age groups: first graders’ group (6-8 years, Mean age = 6.99, SD = 0.189; N = 82; 42 girls) and fourth graders’ group (9-11 years; Mean age = 10.23, SD = 0.450; N = 162; 79 girls). It was suggested that age-related differences in aggression status were present in the age range considered. It was also assumed that there were some gender differences in the participants’ aggressive status. The results did not reveal any statistically significant differences between the two age groups in the mean aggression scores, suggesting no essential aggression change in this age period. As regards to the effect of the participant’s gender, some statistically significant differences between the age subgroups in the mean aggression scores were found, with the boys demonstrated higher aggression than girls, suggesting that the subjects’ sex was a factor with significant effect on the level of aggression in this age period.

THE ESSENCE OF MENTAL TRAINING AND OPPORTUNITIES FOR ITS USE IN THE VIOLIN TEACHING AND LEARNING PROCESS OF PUPILS IN PRIMARY SCHOOL EDUCATION

2015 ◽  
pp. 70
Author(s):  
Fiona Mērija Vilnīte ◽  
Māra Marnauza
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Training Transfer ◽  
Musical Instrument ◽  
School Age ◽  
Mental Training ◽  
Age Related ◽  
The One ◽  
Primary School Age

The subject of mental training has gained a great deal of attention in the field of sports psychology and various authors have shown that many of the components of mental training transfer successfully to a musical setting (Green, Gallwey, 2012). Yet the explanations for its success, why this may depend on certain conditions and whether there are special considerations for musicians, have remained relatively obscure (Johnson, 2003). Additionally, mental training is more frequently used in both sports and music with already-trained practitioners; the few studies that explore the components of mental training with children are currently in the field of sport (e.g. Orlick, McCaffrey, 1991; Julien, 2002; Li-Wei et al, 1992) and therefore do not address the specifics of learning a musical instrument. The aim of this paper is to investigate the premise of mental training and to assess opportunities for its use in the one-to-one violin teaching and learning process of primary school-aged pupils. The applied methods: Analysis of the scientific literature on mental training, its connections to literature in neuroscience and primary school age-related studies; teaching observations. Relevant conclusions: Children from a young age have mental imagery abilities and there are opportunities for the use of mental training in the violin teaching and learning process of pupils in the primary school age group. A synthesis of the literature on mental training, neuroscience and empirical teaching observations suggests that for mental training to be most beneficial, it should be introduced consciously and purposefully within the teaching and learning process.

scholarly journals Comparative Overview of Coordination Abilities Development in Primary School Boys

2015 ◽  
pp. 25-31
Author(s):  
С. В. Жицкий
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
Research Methods ◽  
Mathematical Statistics ◽  
Static Balance ◽  
School Age ◽  
Age Related ◽  
Primary School Pupils ◽  
Primary School Age

The research objective is to analyze coordination abilities development in primary school pupils. Research methods: theoretical analysis and collation of scientific and methodological literature, pedagogical testing of coordination abilities, methods of mathematical statistics. The total number of pupils involved in the experiment is 30 children of the first-third grades. Conclusions. Statistically significant changes in indicators of coordination abilities of boys are age-related, according to the results of the tests in “combination of movements of arms, body and legs”, “switching from one movement to another”, “vestibular stability 1 — option”, “static balance by Bondarevsky test”. Primary school age is susceptible to development of coordination abilities.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

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