Identifying the Risks Associated with Primary School Children Using the Internet

2010 ◽  
pp. 215-226
Author(s):  
Derek O’ Reilly
Keyword(s):  
Young Children ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Modern World ◽  
The Internet ◽  
Daily Lives ◽  
Internet Safety ◽  
Potential Risks ◽  
Level Of Understanding

The Internet is becoming widely available and increasingly important in the modern world. Because of this, it is very important that children start to familiarize themselves with the Internet at a young age. As technology is becoming increasingly part of our daily lives, computers and the Internet have been adopted into schools. The sea of information and learning activities available on the Internet has the potential to greatly help in the development of young minds. However, the question remains as to how safe an environment the Internet is for young children. Children might not see any dangers beyond the physical environment where they live. Therefore, the Internet can be an unsafe place for them to venture into. Children can be targeted by a wide number of Internet risks. For these reasons, the problem of how to keep children who are using the Internet safe must be solved. This paper identifies the potential risks associated with primary school children using the Internet. This paper evaluates the level of understanding of Internet safety that children have. This paper identifies what children use the Internet for and what information that they are willing to reveal while online. The findings of this paper are based on analysis of a survey carried out on 645 Irish primary school children in February 2007.

scholarly journals Non-Invasive Antibody Assessment in Saliva to Determine SARS-CoV-2 Exposure in Young Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Constanze Heinzel ◽  
Yudi T. Pinilla ◽  
Käthe Elsner ◽  
Evelyn Friessinger ◽  
Benjamin Mordmüller ◽  
...  
Keyword(s):  
Young Children ◽  
Primary School ◽  
School Children ◽  
Protective Immunity ◽  
Population Based ◽  
Primary School Children ◽  
Educational Institutions ◽  
Control Groups ◽  
Non Invasive ◽  
Elisa Testing

Saliva is a body fluid with hitherto unused potential for the assessment of SARS-CoV-2 antibodies. Specific antibodies can indicate a past SARS-CoV-2 infection and allow to estimate the proportion of individuals with a potential protective immunity. First, we carefully characterized plasma samples obtained from adult control groups with and without prior SARS-CoV-2 infection using certified reference ELISAs. Simultaneously collected saliva samples of confirmed convalescent and negative individuals where then used to validate the herein newly developed ELISA for the detection of SARS-CoV-2 IgG antibodies in saliva. The saliva ELISA was applied to assess SARS-CoV-2 exposure in young children (N = 837) in the age between 1 and 10 years in Tübingen, Germany, towards the end of the first pandemic year 2020. Sensitivity and specificity of the new saliva ELISA was 87% and 100%, respectively. With 12% of all Tübingen children sampled via their respective educational institutions, estimates of SARS-CoV-2 antibody prevalence was 1.6%. Interestingly, only 0.4% preschool kids were positive compared to 3.0% of primary school children. Less than 20% of positive children self-reported symptoms within two months prior to saliva sampling that could be associated - but not exclusively - with a SARS-CoV-2 infection. The saliva ELISA is a valid and suitable protocol to enable population-based surveys for SARS-CoV-2 antibodies. Using non-invasive sampling and saliva ELISA testing, we found that prevalence of SARS-CoV-2 antibodies was significantly lower in young children than in primary school children.

Berichtgeving over slachtoffers

2013 ◽  
Vol 41 (3) ◽  
Author(s):  
Rozane de Cock ◽  
Leen d’Haenens ◽  
Robin Reul ◽  
Julie Desmedt ◽  
Elke Ichau ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Structured Interview ◽  
Primary School Children ◽  
The Internet ◽  
Interview Guide ◽  
Newspaper Reporting ◽  
Depth Interviews

Reporting on victims. Journalism praxis according to Flemish journalists Reporting on victims. Journalism praxis according to Flemish journalists Newspaper reporting of a tragic bus crash in Switzerland (Sierre, 2012) in which 22 Belgian and Dutch primary school children and 6 adults were killed, severely shook society. The printing of the children’s pictures on the front pages of popular newspapers (i.e. photos plucked from Facebook and the internet without the parents’ permission) resulted in the adaptation and extension of the deontological code for Flemish journalists (April 2012). We conducted 30 in-depth interviews with journalists (print and audiovisual reporters) during the winter of 2012 and asked them in what way the adapted code has had an impact on the reporting on victims in the journalistic praxis. A semi-structured interview guide was used, the interviews were recorded, fully transcribed and analyzed. Our results show that permanent attention towards the very practical and daily use of the code is essential as most journalists use it rarely and mostly only after reporting has gone wrong.

Study on Assist Education of Swing Riding Using a Robot

2017 ◽  
Vol 29 (6) ◽  
pp. 999-1004 ◽  
Author(s):  
Kazuo Kawada ◽  
◽  
Masahiro Ito
Keyword(s):  
Young Children ◽  
Primary School ◽  
School Children ◽  
Practical Experience ◽  
Primary School Children ◽  
Unified Approach ◽  
Technology Learning ◽  
Working Definition ◽  
Rescue Robots ◽  
Definition Of

This paper describes a framework for “Robo-iku” (education facilitated by robots) at the kindergarten and primary school levels. We believe the concept of Robo-iku can help to give a unified approach to the problem of the avoidance of science and technology learning. It can also provide young children with opportunities to develop various skills, such as cooperative skills and/or skills to help them relate well to others. We detail the practical experience of a “monotsukuri” workshop for primary school children, a workshop on designing and building rescue robots. A working definition of “Robo-iku” is provided. The results of the workshop imply that the concept of Robo-iku needs to be further investigated.

Is critical thinking (not)available to pupils of early school education?

2019 ◽  
Vol 580 (5) ◽  
pp. 33-49
Author(s):  
Barbara Nawolska ◽  
Natalia Rutka-Gliksman
Keyword(s):  
Critical Thinking ◽  
Missing Data ◽  
Primary School ◽  
School Children ◽  
School Education ◽  
Primary School Children ◽  
Modern World ◽  
The Real ◽  
Early School ◽  
Contradictory Data

The modern world needs people who think, those who think critically, who can function well in a rapidly changing reality. In order to educate such people, their education should be started as early as possible, preferably at the early school education stage. Are the pupils at this stage capable of critical thinking? The article presents the results of research on the development of critical thinking of pupils of third grade of primary school. Children from the experimental class during the preliminary tests did not show high mathematical competences related to the ability to solve unusual tasks and thus did not demonstrate the ability to think critically. During the experimental classes, the experimenter constantly provoked pupils to think using atypical tasks with a deficit or contradiction of data, with an ambiguous solution or with an unrealistic content (senseless in life). As a result of these exercises, in final tests children critically analysed the content of the tasks and data and were reflective at the same time: they perceived the data shortage, they saw the contradiction of data, they noticed the ambiguity and looked for any possible solution, they saw the lack of realism, they completed the missing data and corrected contradictory data and they changed the unreal data to the real ones. Therefore, critical thinking is available to pupils of early school education. Only we have to allow them do it.

scholarly journals Turkish Marbling and Gifted Children

2012 ◽  
Vol 2 (6) ◽  
pp. 86
Author(s):  
Cagla Gur
Keyword(s):  
Young Children ◽  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Primary School Children ◽  
Single Type ◽  
Gifted Children ◽  
Gum Tragacanth ◽  
Ability Levels ◽  
Different Characteristics

Gifted children display different characteristics, attitudes and behaviours not only from their peers but also from one another. Gifted children should not mean a single type of children with similar characteristics. On the contrary, these children display different characteristics not only from other children but also from other gifted peers. For the teachers of young children it is very difficult to find an activity that is suitable and contributes to the development of these children. In this circumstance, Turkish marbling might be helpful for   the teachers. Although Turkish marbling (Ebru) is mentioned as a difficult art in various resources, it can be applied to children by using ready-to-use dyes and ready-to-use gum tragacanth. After all, marbling can be turned into an enjoyable activity by giving the children the opportunity to discover different characteristics of marbling and by not forcing them applying the marbling by using traditional techniques perfectly. Marbling activities done with children show that, pre-school and primary school children find it enjoyable and like to participate in these activities. Such characteristics of marbling as (a) giving opportunities for originality, (b) teaching patience, (c) experimenting, (d) allowing works in different in different ability levels, (e) relaxing and anxiety recovery, (f) suitability for different age groups, (g) giving chance for personal progression suits the needs of gifted children thus making it very advantageous for these children. Therefore, it is thought that marbling might make important contributions for the development of gifted children.

scholarly journals Margaret McMillan’s Contributions to Cultures of Childhood

Genealogy ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Betty Liebovich
Keyword(s):  
Young Children ◽  
Learning Environment ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Health Conditions ◽  
Disadvantaged Community ◽  
Dental Clinics ◽  
The Poor ◽  
Improve Health

Margaret McMillan is widely known for her open-air nursery, making it her life mission to live by the McMillan family motto, Miseris Succurrere Disco, which translates to ‘I endeavour to care for the less fortunate’. Margaret and her sister, Rachel, dedicated their lives to improving living conditions for the poor and working class in England and created health and dental clinics for them in Bradford, Bow and Deptford. During the 1889 Dock Strike, Margaret and Rachel supported workers by marching and demonstrating at Parliament. At the turn of the last century, they were instrumental in inspiring legislation for children’s welfare and education on both local and national levels in England. Their efforts led to campaigning for the 1906 Provision of School Meals Act and medical inspections for primary school children. In an effort to improve health conditions for the children living in the Deptford community, they created night camps for deprived children in 1908. With war impending in 1914, they created the first open air nursery in England in order to serve the disadvantaged community surrounding it, providing a safe and nurturing learning environment for the young children of the women going to work in place of the men who were called up to war. Margaret McMillan’s ideals for young children’s nurture and education continue to influence how we educate children in contemporary England and are woven into the fabric of our goals for young children’s futures.

Collaborative Interactions in Young Children

1997 ◽  
Vol 22 (2) ◽  
pp. 39-44
Author(s):  
Robyn M. Gillies
Keyword(s):  
Young Children ◽  
Primary School ◽  
School Children ◽  
Learning Task ◽  
Primary School Children ◽  
Trained Group ◽  
Inclusive Language ◽  
Frequent Use ◽  
Collaborative Interactions

This paper reports on a study which was conducted in eight classes across two year levels (Years 2 and 4) in four schools in suburban Brisbane. The study was designed to determine if there were differences between the collaborative interactions of the children who were trained to work together (Trained group) and those who were told to work together but were not trained (Untrained group). The study found that the children in the Trained groups were consistently more collaborative and helpful to each other as they tried to involve each other in the learning task. They provided more assistance to each other, even when this help was not explicitly requested. Moreover, the children in the Trained groups used more inclusive language (e.g., frequent use of ‘we’ or ‘us’) than their peers in the Untrained groups and these behaviours were exhibited by the children in the Trained groups across the two year levels. In effect, the study showed that it is possible to train lower and middle primary school children to assist and support each other's learning.

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.

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