scholarly journals ESTABLISHING AND STANDARDIZATION OF DESIGN METHODOLOGIES FOR THE DIAGNOSIS OF THE ENVIRONMENTAL COMPETENCE OF PRESCHOOL CHILDREN

2019 ◽  
Vol 31 (2) ◽  
pp. 527-531
Author(s):  
Victoria Veleva
Keyword(s):  
School Children ◽  
Current Issue ◽  
Preschool Age ◽  
Human Society ◽  
School Age ◽  
Way Of Life ◽  
Valuable Component ◽  
Accurate Judgment ◽  
Research Goal ◽  
School Pedagogy

The modern dynamic and fast-paced way of life, the provocative environment, urbanization and the new priorities in our interaction with the surrounding world, require not only the creation but also the effective deepening of the environmental competence of Adolescents from preschool age. This, on the other hand, shows the current issue, for educators as well as psychologists, of examining the ecological competence of preschool children.Considering the antagonism in the relationships "human - society - nature”, we believe that it is entirely appropriate to draw the following conclusion: To date, pedagogical science faces the difficult, but necessary task, to create and approve methodologies for the study of the environmental competence of children at pre-school age.This article examines the projection methodologies as a reliable and valuable component of pedagogical diagnostics. It is the projection methodologies that provoke impulsive associations in the studied children, which allows to make a more accurate judgment in the diagnostics of the studied area. Not coincidentally, prof. G. Bizhkov summarizes that “Pedagogical diagnostics has no reason not to focus on a wider use of these methods, despite the fact that they rarely lead to the display of coefficients and do not offer great opportunities to use more complex statistical methods”[2].The occurring theoretical and methodological analysis allows us to deduce that, to date, pre-school pedagogy is missing the methodologies that examine the environmental competence of children at pre-school age. This is precisely why the article proposed the standardized version of the projective methodology for investigating the ecological competence of pre-school children. The scientific-research goal of our methodology is to investigate the emotional intelligence of the child that affects the feeling of experiencing contact with the environment (as a habitat for all living creatures). The suggested diagnostic procedure is a modification of the Index of Compatibility for Children and Adolescents, Brenda K. Bryant.We believe that the results obtained from the projective methodology proposed by us could effectively serve to determine the ecological competence of pre-school children.

scholarly journals RESEARCH OF INFLUENCE RISK FACTORS ON ERUPTION SECOND TEETH OF CHILDREN IN VLADIVOSTOK

2020 ◽  
Vol 15 (4) ◽  
pp. 170-176
Author(s):  
Anna Yatsenko ◽  
Lidiya Trankovskaya ◽  
Yury Pervov ◽  
Olga Gritsina ◽  
Elena Anischenko
Keyword(s):  
Risk Factors ◽  
Preschool Age ◽  
Permanent Teeth ◽  
School Age ◽  
Way Of Life ◽  
Food Ingredients ◽  
Pregnancy And Childbirth ◽  
Habitat Factors ◽  
Potential Risk Factors ◽  
Continuous Work

Subject. The research of influence risk factors is conducted on secondary dentition of the children's population of the region. The share contribution is established habitat factors in an indicator of a tooth maturity of children. Purpose — studying influences of risk factors on secondary dentition of children in Vladivostok. Methodology. Dental maturity was assessed by the eruption time of permanent teeth and their number. Factors of pregnancy and childbirth, early childhood, medical and biological factors, social and hygienic factors characterizing living conditions, as well as hygienic-regulated factors of lifestyle by means of questionnaires of parents (guardians) of children have been studied. The hygienic assessment of the actual food was carried out by means of determination of average amount of the studied food ingredients of diets of children preschool age according to the menu apportions and specially developed questionnaires, children younger school age – by questioning of parents (trustees) of children. Results. It was revealed that the central incisors were the first in children of both sexes on the lower jaw, and the first molars on the upper jaw. Girls had earlier eruption through permanent teeth. Potential risk factors of disturbance of eruption are established second teeth of children of preschool and younger school age. Are revealed imbalance of food of children, non-performance of the recommended volume physical activity and duration of walks, discrepancy of duration day dream to hygienic recommendations and continuous work on the computer, tablet, notebook. Dependences between studied potential are defined risk factors and tooth maturity of children. Identification causal is carried out investigative bonds in the system of factors of the habitat and eruption of constants teeth of children. It is established that the maximum influence on an indicator of a tooth maturity render: nutrient structure of food allowances of the child, food of women in time pregnancies, the hygienic normalized factors of a way of life of children. Conclusions. Share contribution of each of factors to forming of a tooth maturity of a children's organism allowed to prove and develop a complex of actions for prevention scientifically disturbances of health among the children's population of the region.

scholarly journals Parenting Psikoedukasi Dalam Mendukung Perkembangan Sosial Dan Emosional Anak Usia Pra Sekolah Di Kota Surakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 74-80
Author(s):  
Insiyah Insiyah ◽  
Endang Caturini Sulistyowati
Keyword(s):  
School Children ◽  
Emotional Development ◽  
Design Research ◽  
Preschool Age ◽  
School Age Children ◽  
P Value ◽  
School Age ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
The Government

Background: Children in kindergarten are experiencing rapid growth and development. Supporting child development is not only the responsibility of the government but also the responsibility of parents, teachers and the surrounding community. Parents are expected to have a good understanding of the psychological child so that they can provide care and education that allows children to grow and develop according to their age. This study aims to determine the effect of parenting psychoeducation on the social and emotional development of pre-school children. Methods: This research used the method of "quasi experiment pre-post test with one group" with a total sample of 63 pre-school age children. Sampling was done using Non Randomized One Group Pretest Postest Design. Research data analysis was performed using SPSS version 23. Results: The results showed that preschool age children numbered 63 people consisting of 60.3% (38) people were male and the rest were female 39.7% (25). There was an increase in social development in preschool children whose parents received significantly higher parenting psychoeducation (p value 0,000) There was an increase in emotional development in pre-school children whose parents received significantly higher parenting psychoeducation (p value 0,000). Conclusion: The conclusion showed that there was a parenting psychoeducation effect on parents on social and emotional development of pre-school age children. Keywords: Psychoeducation, Social and Emotional Development, Pre School Children

scholarly journals CORRECT BODY POSTURE AND REMEDIATION OF A BAD BODY POSTURE AT PRESCHOOL AGE CHILDREN

2019 ◽  
Vol 34 (6) ◽  
pp. 1767-1773
Author(s):  
Miloš Nikolić
Keyword(s):  
Preschool Children ◽  
Growth And Development ◽  
Spinal Column ◽  
Body Posture ◽  
Preschool Age ◽  
School Age ◽  
Way Of Life ◽  
Internal Factors ◽  
Therapeutic Exercises ◽  
Preschool Age Children

Preschool children are in a period of the most intense growth and development, and this is also a period when physical education can be used more effectively to guide their proper development. On the other hand, if the necessary care is not taken, the occurrence of poor physical development of preschool children of young school age is increasingly emphasized as a problem, primarily as a consequence of the modern way of life, in which the reduced volume of physical activity is particularly emphasized. We want to emphasize that this is an age where the growth and development of children is very intense and accelerated, so the effects of external and internal factors in both directions are very large and this fact should always be taken into consideration by children's institutions, educators, doctors, parents and to give special care to it. The spinal column was especially endangered during this period, as a basis for proper posture and proper growth and development. Today's children spend most of their days at home, growing and developing with the control and influence of computers, mobile phones, video games and the end of the TV screen, so there is very little time to move around. The author, pointing to the problem, encloses the choice of therapeutic exercises with the application of which could be much influenced in order to prevent the occurrence of poor posture and the formation of physical deformities.

Age-Specific Changes of Activity Self-Regulation in Preschool-Age and Early School-Age Children

2007 ◽  
Vol 3 (4) ◽  
pp. 39-49 ◽  
Author(s):  
O.A. Semyonova ◽  
D.A. Koshelkov ◽  
R.I. Machinskaya
Keyword(s):  
School Children ◽  
Self Regulation ◽  
Age Groups ◽  
Preschool Age ◽  
School Age Children ◽  
School Age ◽  
Neuropsychological Examination ◽  
Behavioural Difficulties ◽  
Early School ◽  
Early School Age

This research aimed to study age-specific changes of activity self-regulation in children entering school. Children involved in the research were healthy and didn't have any learning or behavioural difficulties; the research comprised three age groups: 6—7 year old, 7—8 year old and 9—10 year old children. Various components of such functions as activity programming, regulation and verification (i.e. planning functions) were assessed in a neuropsychological examination using a specially developed technique. According to this examination, planning functions formation undergoes progressive changes in preschool-age and early school-age children. A significant improvement in the child's ability to delay his/her spontaneous reactions, to maintain the acquired activity programme, to mediate the child's own actions, and to accept help from an adult can be seen at the age of 7—8 years. Progressive changes in acquiring programmes and developing activity strategies occur chiefly by the age of 9—10. Therefore, the data obtained in the research provide evidence for the heterogeneity in the development of various components of planning functions in children from 6 to 10 years old.

INDIVIDUAL-TYPOLOGICAL APPROACH TO THE ASSESSMENT OF MOTOR ACTIVITY AND FUNCTIONAL STATE OF SENIOR PRESCHOOL AND JUNIOR SCHOOL CHILDREN

2020 ◽  
Vol 22 (9) ◽  
pp. 19-27
Author(s):  
Tkachuk A.A. ◽  
Kolpakov V.V ◽  
Tomilova E.A. ◽  
Bespalova T.V.
Keyword(s):  
Preschool Children ◽  
Motor Activity ◽  
Primary School ◽  
School Children ◽  
Preschool Age ◽  
Primary School Children ◽  
Healthy Population ◽  
School Age ◽  
Daily Number ◽  
Primary School Age

Physical activity is of particular importance in the early stages of ontogenesis during the development and formation of the child's body. At the same time, recognizing the variability of motor activity in children of a healthy population, its assessment in the understanding of the norm is presented as an average indicator of the daily number of locomotions for a certain age and gender group, which does not allow us to fully characterize the individual typological features of this function. In this regard, the use of signal parametric scales is very controversial and new approaches to solving this problem are required. The aim of the work is to conceptually develop the centile distribution and partial density of motor activity in older preschoolers and younger schoolchildren in a healthy population with the identification of typological variants of individual norms and criteria for pre - nosological diagnosis of hyper-and hypokinesia. Materials and methods. 840 children of health groups I-II were examined (boys of senior preschool age-222 and primary school age-250; girls of senior preschool age-181 and primary school age-187). The study included the use of pedometry and visual assessment of children's behavior by teachers and parents. A personalized database was created based on the survey results. To identify differences in the level of distribution of a typical trait – habitual motor activity (HMA), a nonparametric test was used, taking into account Pearson's χ2 criterion. The functional type of constitution (FTC) was determined in accordance with a three – component scheme based on the level of habitual motor activity: low – LHMA-FTC–1, medium – MHMA–FTC–2 and high –HHMA-FTC–3. To solve this problem, we developed centile tables based on the daily number of locomotives (SCL) - the HMA level. At the same time, tables are proposed for the centile distribution of SCL both for the entire population of preschool and primary school children, and for children with low and high motor activity. Results. Analysis of the data and on this basis developed normative tables of centile distribution of motor activity (MA) allow typing of it is high enough differences among senior preschool children and Junior schoolchildren of the healthy population with the estimated number of daily locomotion (very low, low, medium, high, very high), to allocate the risk group of I order (up to the 3-rd centile and 97-th centile) and II (from the 3-rd to the 10-th centile and the 90-th to 97-th centile), and also give an objective description of the daily number of locomotions of each individual with the identification of such concepts as "optimal motor activity", "constitutional hypokinesia" and "constitutional hyperkinesia". Partial assessment of motor activity, taking into account the centile distribution of the number of daily locomotions in each constitutional group, provides additional opportunities to more reasonably approach the analysis of a critical (pre-nosological) decrease or increase in the optimality of motor activity in children with low and high MA. Conclusions. Senior preschool children and Junior school children of health groups I-II have their own individual and typological basic level of motor activity, which requires a comparative clinical and physiological analysis of the available data with the standard norm characteristic of each constitutional group (LHMA-FTC–1, MHMA-FTC–2, HHMA-FTC–3). Taking into account this approach, the development of normative (centile) tables of motor activity allows us to give not only a quantitative assessment of the basic variability of the physiological individuality of the child's body, but also to identify criteria for pre-nosological diagnosis of fairly common deviations in pediatric practice-hypokinesia and hyperactivity.

Effects of Eye Color on the Accuracy of Ball Throwing of Elementary School Children

1989 ◽  
Vol 68 (1) ◽  
pp. 163-166 ◽  
Author(s):  
John Beer ◽  
Paula Fleming
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Eye Color ◽  
Elementary School Age

Light-eyed individuals generally perform better at self-paced activities while dark-eyed individuals perform better at reactive activities. In throwing a ball at a target there were no differences between light- and dark-eyed elementary school-age children. Boys hit the target more times than did girls, and older children in upper grades hit the target more often than did younger children in lower grades.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska
Keyword(s):  
Preschool Age ◽  
Complex Nature ◽  
School Age ◽  
Strange Situation ◽  
Car Seat ◽  
Early School ◽  
History Of ◽  
Early School Age ◽  
The Impact ◽  
Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

scholarly journals Dietary Habits and Nutritional Knowledge among Primary School Children in Fayoum Governorate

2019 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Rabab Gad Abd El-Kader ◽  
Hanem Awad Mekhamier ◽  
Azza El-Sayed Ali Hegazy
Keyword(s):  
Primary School ◽  
School Children ◽  
Dietary Habits ◽  
Primary School Children ◽  
School Age Children ◽  
Study Group ◽  
School Age ◽  
Nutritional Knowledge ◽  
Significant Difference ◽  
Fayoum Governorate

Background and aim: Improving the eating habits of children is essential to reduce the future burden of non-communicable illnesses. Nutritional diseases affect higher than 30% of school age children. This study aimed to assess the dietary habits and nutritional knowledge among primary school age children in Fayoum Governorate, Egypt.Study design: A cross-sectional descriptive design was utilized. Setting: The study was implemented in three governmental mixed primary schools in EL-Fayoum city; Egypt, that were selected randomly. Sample: Cluster random sample techniques used for selecting of the study group consisted of 300 students aged from 10-12 years for both sexes attending grade five and six. Tools: three tools of data collection consisted of: 1- self-administered questionnaire comprised socio-demographic data of the students and parents, and students’ knowledge about nutrition, 2- the students’ dietary habits as consumption of the breakfast, drinking water, 3- Health assessment sheet to assess the students’ nutritional status including weight, height, BMI, and appearance.The study findings revealed that 69.3% of the study group were underweight, 36.3% were stunted, and 6.7%, 3.3% were overweight and obese respectively. About 45% had fair knowledge while 34% had good knowledge about the nutrition. More than half of the students had unhealthy dietary behavior and appearance. There was a statistically significant difference (P: 0<0.00) between the academic performance of the school children and their HAZ while there was no statistically significant difference between the academic performance of the students and their WAZ (P: 0.264).Conclusions: underweight is highly prevalent among the primary school students followed by stunting. Most of the students had unhealthy dietary habits and unhealthy appearance while around half of them had fair knowledge about nutrition. The current study recommended developing a nutritional health program for primary school children about the proper nutrition.

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