scholarly journals Технология проектной деятельности детей дошкольного возраста в условиях доу

2021 ◽  
Vol 62 (1) ◽  
pp. 37-45
Author(s):  
И.К. Мардарова
Keyword(s):  
School Children ◽  
It Project ◽  
Children’S Work

The article deals with notions "technology of project" and "project activities". Features of the organization of project activities of pre-school children are described in it: project types were analyzed, an indicative plan for the organization of children's project activities in the context of pre-school institutions was presented, and the stages of children's work on a collective project and the criteria for evaluating the results of their project activities were presented.

Using Online Learning Environments With Kindergarten Children During the COVID-19 Emergency

2021 ◽  
pp. 125-143
Author(s):  
Martina Benvenuti ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Relationships ◽  
School Children ◽  
Kindergarten Children ◽  
Classroom Teachers ◽  
Trial And Error ◽  
Teacher Interviews ◽  
Teachers And Parents ◽  
Children’S Work

This chapter explores kindergarten children's use of specific online applications such as WhatsApp and YouTube to maintain social relationships between each other and with their classroom teachers during the COVID-19 pandemic lockdown. Using Vygotskian theorisation of learning through interaction with more expert people (teachers and parents) and Leontev's theory of functional organ, this study verifies that children often learned without an expert's presence, using strategies such as trial and error and discussion, and through maintaining social relationships among themselves and with their teachers. Specifically, the study involved two Italian kindergartens (42 children) and six teachers. Analysis of the children's work and of teacher interviews shows that, during the Italian lockdown, the pre-school children used applications as learning environments in the form of functional organs, and this proved useful for carrying on kindergarten activities and for maintaining social relationships.

In the classroom: Grouping—an aid in learning multiplication and division facts

1961 ◽  
Vol 8 (1) ◽  
pp. 27-31
Author(s):  
Edwina Deans
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Basic Unit ◽  
The Third ◽  
Classroom Grouping ◽  
Children’S Work

As elementary-school children progress in their study of mathematics, they deal with numbers which are increasingly more complex and abstract. Around the third or fourth year in the grades, children's work with operations requires an understanding of numbers of two or more places and a knowledge of regrouping in terms of our basic unit of ten. Attention to grouping arrangements assists children in their discovery of multiplication and division facts, and it assists them in the use of these facts in the operations of multiplication and division.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
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