scholarly journals Social creativity of early primary school pupils and behavioral patterns in school conflicts

2020 ◽  
Vol 69 (1) ◽  
pp. 29-48
Author(s):  
Nataša Vlah ◽  
Darko Lončarić ◽  
Anamaria Brižan
Keyword(s):  
Primary School ◽  
Social Relations ◽  
Educational Institution ◽  
Soc Test ◽  
Patterns Of Behavior ◽  
Social Creativity ◽  
Early Primary ◽  
Primary School Pupils ◽  
And Behavior ◽  
The Relationship

According to the theory of conflict resolution, in the school, as an educational institution, systematic influences on constructive social behaviors and quality choices are possible. The study aimed to determine the relation-ship between the creative potential of early primary school pupils and their patterns of behavior in school conflicts. Early primary school pupils (N = 73; 55.1% girls) participated in the research by solving the EPoC-SOC test of po-tential social creativity. Their teachers (N = 16; 38-60 years; 96% women) assessed three patterns of pupil behavior (winning, avoiding, and cooperation). Non-standardized results were used to assess divergent-exploratory thinking as well as convergent-integrative thinking in tasks with dyad social relations and group tasks. Correlation analysis found only a statistically significant negative association between the avoidance pattern and achievement on the tasks of convergent-integrative social creativity. The obtained results suggest the need for further research on the relationship between pupils’ social competency and behavior in conflicts.

scholarly journals Tutor support of social development of primary school pupils in a private school as an innovative socio-pedagogical technology

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 87-94
Author(s):  
Mykhailo Alokhin
Keyword(s):  
Social Development ◽  
Primary School ◽  
Private Schools ◽  
Social Relations ◽  
Private School ◽  
Social Life ◽  
Educational Institution ◽  
Value Orientations ◽  
Dual Process ◽  
Primary School Pupils

Based on a theoretical study of information available in the world and domestic science and his own pedagogical experience, the author characterises the tutoring of social development of primary school pupils in private schools as an innovative socio-pedagogical technology. The elitist status of pupils’ parents in private secondary schools, their requirements to the specifics of their children's socialisation, force private schools to organise tutoring of social growth, which can be considered a process of significant quantitative and qualitative changes in social life. The article considers social development as a dual process, in the context of socialisation and individualisation. The author emphasizes that the primary school age is sensitive to the process of social development because in this period, the child takes an active place in various social relations, where his / her "I" is equivalent to others, which develops a new stage of self-awareness in society, social responsibility . It is confirmed that tutoring accompanies the child to enter the sphere of social life, culture; it contributes to the creation of value orientations, child's lifestyle, and his / her own social experience. It is established that tutoring of social development of junior schoolchildren is based on 3 main approaches: compensatory, educational-perspective and integration- and person-oriented. The tutor of the primary level of a private educational institution in the course of tutoring social development performs the roles of a social mentor, a personal growth tracker, a mediator, an education and development manager. The author identifies psycho- and socio-diagnostic, practice-oriented methods, methods of problem-based learning, methods of analysis and self-analysis, methods of organising independent work by the main methods aimed at tutoring social development of junior schoolchildren. It is generalised that the tutoring of junior schoolchildren’s social development has 5 main stages: diagnostic, motivational, cognitive-axiological, activity-based and behavioural, reflexive-corrective.

scholarly journals Psychological Media Competence of Parents of Primary School Children

2019 ◽  
Vol 21 (1) ◽  
pp. 141-151
Author(s):  
L. V. Skorova ◽  
E. V. Chernikova
Keyword(s):  
Primary School ◽  
Information Search ◽  
Primary School Children ◽  
Cognitive Component ◽  
Animated Film ◽  
Expert Assessments ◽  
The Media ◽  
Media Texts ◽  
Primary School Pupils ◽  
And Behavior

The paper features sychological media competence of parents on the basis of ideas about psychological media competence as a meso- level phenomenon, differing complex composition. The psychological  media competence of parents is considered in the structure of their  psychological competence, including cognitive, practical, and  reflexive components. The cognitive component includes knowledge  that allows one to take part in the media communication and analyze  the influence of media texts on the psyche of children. The  reflexive component is the awareness of internal changes after  interacting with media. The practical component is represented by  the ability to realize competence in interaction with children. The  procedure for diagnosing these components was developed based on the research method of “Psychological media competence of parents  of primary school pupils”. The first part was represented by  ituations  describing behavior and actions of primary school pupils in  media sphere and identifying how parents react to them. The second part included watching an animated film, answering questions that  reveal how parents understood the effect of the cartoon on children’s emotional state and behavior, and writing a letter to the main  character of the cartoon on behalf of their children. The analysis of  the psychological media competence study involved a method of  expert assessments. The results indicate a certain use of  constructive ways of reaction to situations, which are related to  information search via internet and watching destructive video. The  parents proved to underestimate effect of various media on children  and demonstrated problems in assessing and meaningful discussion of the media texts with children.

scholarly journals Perilaku Asosiatif Siswa Sekolah Dasar Melalui Pendekatan Bermain Dalam Konteks Pembelajaran PJKO

2019 ◽  
Vol 4 (1) ◽  
pp. 25-32
Author(s):  
Aschari Senjahari Rawe
Keyword(s):  
Physical Education ◽  
Social Competence ◽  
Social Relations ◽  
Learning Process ◽  
School Community ◽  
School Teachers ◽  
Teaching Materials ◽  
The Creation ◽  
And Behavior ◽  
The Relationship

Social competence is the ability of teachers to relate to the environment of the school community and outside school, teachers are able to get along, communicate, serve the community well, support the creativity of the community, and maintain the emotions and behavior that is not good in the community. With behaviors that can be imitated, the figure of the teacher becomes a parameter of the behavior of the community. This social competence must be the hallmark of the teacher in positioning himself with the community, every move and step of the teacher always gets attention. The change in social relations through physical education activities is the creation of a close sense of unity between learning process actors and the relationship between teacher and student will be better. This happens if the teacher is able to present teaching materials that are appropriate to

FEATURES OF PEDAGOGICAL CO-OPERATION OF FAMILIES AND SCHOOLS LEARNING MORE SCHOOLS

2018 ◽  
pp. 162-170
Author(s):  
Sofiya Kornienko
Keyword(s):  
Primary School ◽  
Educational Activity ◽  
Educational Activities ◽  
Her Family ◽  
Effective Functioning ◽  
The Family ◽  
Primary School Pupils ◽  
The Relationship

The article reveals the problem of the optimal personality oriented pedagogical technology of family and school cooperation in the process of primary school pupils educating. The conditions of its effective functioning have been indicated and the efficiency has been checked experimentally. The interrelation of the system-forming components has been analyzed: the motivational component, which foresees the motivation of the family pedagogical capabilities on the basis of the diagnosis of its educational activity; meaningful component, that is a certain set of such active forms as a "pedagogical school" for parents, a parents’ meeting, family educational activities, consultations; procedural component that reflects the novelty of the relationship between a schoolchild’s up-to-date school and his or her family which is considered to be in the implementation of personality-oriented communication in the subsystem "teacher-pupil-parents". The necessity of the integrity and continuity, on the basis of synthesis of various types of cooperation between the teacher and the parents in the course of the whole period of school children’s studying has been substantiated.

ACADEMIC DIFFICULTIES OF PRIMARY SCHOOL PUPILS OCCURRING DUE TO UNFAVOURABLE ENVIRONMENTAL FACTORS AND STRATEGIES TO OVERCOME THEM: THE EXPERIENCE OF PEDAGOGUES

2019 ◽  
Vol 2 ◽  
pp. 433
Author(s):  
Rita Raudeliunaite ◽  
Vida Gudžinskienė
Keyword(s):  
Primary School ◽  
Peer Group ◽  
Teaching Style ◽  
Educational Institution ◽  
Structured Interview ◽  
Learning Motivation ◽  
School Teachers ◽  
Academic Difficulties ◽  
Primary School Teachers ◽  
Primary School Pupils

The objective of the study presented in the article is to reveal academic difficulties of primary school pupils occurring due to unfavourable enviromental factors and the strategies to overcome them on the basis of the experience of pedagogues.  Problematic study question: What academic difficulties of pupils, which are resulted in by unfavourable enviromental factors, do primary school teachers encounter and how do they overcome them? Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. 12 pedagogues participated in the study.Academic difficulties of primary school pupils are resulted in by three groups of unfavourable enviromental factors: unfavourable factors related to their close environment (family) (the resolution of mutual problems in an inappropriate way, violence in close environment, emotionally cold relationships in their family, the lack of thoughtful and meaningful family leisure time, child's seclusion from one/both parent(s) due to various circumstances, the addiction of one/both parent(s), hypoguardianship and hyperguardianship), unfavourable factors within an educational institution (the mismatch between an educational programme and individual abilities and needs of a child, failure to involve a child in various activities, human and material resources of a school, unsafety of the school environment), unfavourable factors related to a peer group (rejection by peers, bullying, encouragement of a child to behave in a socially inappropriate manner).The study findings revealed that primary school teachers encounter the following academic difficulties: a lower level of a pupil's interest in his/her environment, the lack of knowledge and  experience, the lack of curiosity and inquisitiveness when  learning environment,  a  lower level of preparedness for school, attention retention problems, passivity when performing tasks, distrust / doubts regarding his/her abilities, fluctuation, regress or stagnation of a child's progress (learning achievements), reduced interest in learning and poor learning efforts when performing tasks, the lack of learning motivation, getting late to lessons or missing them.In order to overcome academic difficulties of pupils, teachers render them  individual assistance: they make the best use of the opportunities provided by their curriculum (they individualise and differentiate the learning in a lesson, provide consultations after lessons, if need be, they organise additional lessons), talk with a pupil about the learning difficulties arising to him/her and discuss strategies to overcome difficulties, set learning goals together with a pupils, rethink their teaching style, try various teaching methods, which correspond to a pupil's abilities and needs,  and enhance learning motivation, involve child's parents (guardians, custodians), and engage the specialists of educational assistance. 

scholarly journals Anthropometric correlates of handgrip strength among Nigerian primary school pupils

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Adebisi Isiak Hammed ◽  
Adodo S. M.
Keyword(s):  
Body Weight ◽  
Health Status ◽  
Physical Fitness ◽  
Primary School ◽  
Handgrip Strength ◽  
Body Height ◽  
Anthropometric Parameters ◽  
Moment Coefficient ◽  
Primary School Pupils ◽  
The Relationship

Study aim: This study investigated the interdependence of anthropometrics with handgrip strength (HGS) among Nigerian primary school pupils. Materials and methods: A total of 200 primary school pupils participated in this study. Electronic handgrip dynamometer was used to measure HGS in kg, body height and body weight were measured with a wall–mounted stadiometer in meters and bathroom weighing scale in kg respectively. In addition, forearm circumference was measured at the largest part of the forearm and maximum hand width was taken for hand circumference. The relationship between HGS and anthropometric parameters was analyzed using Pearson’s product moment coefficient of correlation. Results: The outcome of this study showed that age correlated disproportionately but significantly (p < 0.05) with HGS. Also, body weight, BMI and handedness were found to associate proportionately and significantly with HGS. However, hand and forearm circumferences were observed to relate positively but insignificantly (p>0.05) with HGS.   Conclusion: This study therefore concluded that the most important determinants of HGS among Nigerian primary school pupils are body weight, BMI and handedness and thus, could be considered as markers of nutritional and health status, as well as physical fitness of these individuals.

Bērnu stresu veicinošie faktori sākumskolas posmā

2020 ◽  
pp. 20-28
Author(s):  
Agate Cukura ◽  
Pāvels Jurs
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Primary Schools ◽  
Educational Institution ◽  
Further Education ◽  
Positive Development ◽  
Management Skills ◽  
Self Confidence ◽  
Primary School Pupils ◽  
Primary School Age

After the preschool, primary school is the first educational institution where the pupil encounters difficulties in the learning process. The first years of schooling form the basis for further education, influencing the child's social, physical, cognitive, emotional, and psychological development. For this development to be successful, it is essential to be aware of the pedagogical demands placed upon children and their resources in meeting them. Considering the peculiarities of the primary school age group, the curriculum requirements and desired outcomes can be rated as very high, which a pupil can only achieve with an increased effort, extra learning hours and prolonged concentration – the resources that are not characteristic for primary school pupils. As the requirements exceed the resources on the regular basis, the child is exposed to increased stress level, and if it is prolonged, the child's overall development is adversely affected, as well as his/her attitude and abilities. In this stage, it is important to ensure positive development of systematic and purposeful working skills, healthy self-confidence, cooperation and self-management skills, so that the child develops as a self-sufficient, active citizen of Latvia. Formation of a positive stress experience in the childhood supports successful child’s personal growth and development in the future. In the pedagogical process, it is important not only to identify the causes of children's stress, but also to teach how to reduce stress and how to manage the consequences. Further research and particularly action research studies are needed in primary schools of Latvia fully assessing the children’s workloads in practice and determining the level of stress associated with learning.

scholarly journals THE IMPACT OF MENTAL MAPPING ON PUPILS' ATTITUDES TO LEARNING

2019 ◽  
Vol 7 ◽  
Author(s):  
Rebeka Štefánia Koleňáková ◽  
Nina Kozárová
Keyword(s):  
Primary School ◽  
Positive Attitude ◽  
Educational Process ◽  
Mental Maps ◽  
Mental Mapping ◽  
Mental Map ◽  
The Subject ◽  
Primary School Pupils ◽  
The Impact ◽  
The Relationship

In education, it is essential to ensure that the relationship established between pupils and education or learning itself is positive. A teacher should help pupils while building their inner knowledge system and ensure that this process is conducted without coercion but with interest and a positive attitude. The subject of the research are mental maps and their impact on attitudes of primary school pupils to “learning”. In the research investigation, a questionnaire with 11 items was used and the respondents were primary school pupils who regularly work with mental maps in the educational process, and pupils who do not work with mental maps regularly. The results of the survey point out the disparities in attitudes to “learning”. 85% of surveyed pupils who regularly use mental maps indicated that they learn faster and better, they also stated that learning in school is fun, whereas only 55% of pupils in the second group who do not work with mental maps regularly share this opinion. Based on creating a mental map, pupils become active participants in the educational process and create knowledge structures without repeated explanation. Pupils’ activity using mental maps in the educational process seems to be the first efficient step towards better learning and a more positive attitude to this process.

scholarly journals Research on the Relationship between Formation of Psychological Boundaries and Assertiveness in Primary School Children

2019 ◽  
Vol 24 (1) ◽  
pp. 42-49
Author(s):  
L.A. Bogolyubskaya ◽  
O.V. Khukhlaeva
Keyword(s):  
Primary School ◽  
School Children ◽  
Positive Impact ◽  
Primary School Children ◽  
Theoretical Concepts ◽  
Self Confidence ◽  
Patterns Of Behavior ◽  
Assertive Behavior ◽  
Key Aspects ◽  
The Relationship

The article presents results of a study on the relationship between the level of formation of psychological boundaries and the development of assertiveness in primary school children. The authors review the main Russian and foreign theoretical concepts of assertive behavior and identify the key aspects of the phenomenon of psychological boundaries in modern psychology. The study involved 165 schoolchildren of 3rd and 4th classes. The following research techniques were applied: N.Brown’s Personal Boundaries technique, V.Sheinov’s Test of Assertiveness, and the Thomas-Kilmann Conflict Mode Instrument. The study revealed the correlation between psychological boundaries and patterns of behavior in a conflict situation as well as with assertiveness skills in schoolchildren. The results of the study suggest that the development of assertiveness will have a positive impact on the development of autonomy and the formation of healthy psychological boundaries in primary school children, increase their self-confidence and contribute to the development of the ability to cope with difficult life situations, including conflicts.

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