scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

Children Using Language: Can Computers Help?

1992 ◽  
Vol 8 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Liam F. Heaney
Keyword(s):  
Primary School ◽  
School Children ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Computer Software ◽  
Primary School Children ◽  
Valuable Contribution ◽  
Subject Areas

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity. The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses. A Language for Life

scholarly journals Micronutrients Intake and Mathematics Achievement among Primary School Children in Magelang, Central Java

2020 ◽  
Vol 5 (2) ◽  
pp. 182-192
Author(s):  
Romiza Arika ◽  
◽  
Sapja Anantanyu ◽  
Yulia Lanti Retno Dewi ◽  
◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Central Java ◽  
And Mathematics

scholarly journals Analysis of the Effectiveness of Physical Education Lessons in Special Medical Groups

2021 ◽  
Vol 7 (1) ◽  
pp. 44-53
Author(s):  
Viktoriia V. Podhorna ◽  
Iryna D. Smoliakova
Keyword(s):  
Health Status ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Group Analysis ◽  
Total Duration ◽  
Educational Process ◽  
Primary School Children ◽  
State Of Health ◽  
Medical Group

The relevance of the study is conditioned by the steady increase in the overall morbidity of student youth. The purpose of the study is to establish the effectiveness of physical education lessons in junior high school students, who belong to a special medical group due to their state of health. The following materials and methods were used during the research: analysis of documentary materials, pedagogical observation, pulsometry. The matter of the structure of diseases of junior schoolchildren who attend classes in a special medical group has been investigated. It is established that the number of students who may belong to a special medical group due to a certain state of health is 53.3% of all students enrolled in such group. Analysis of diagnoses indicates gross violations in the process of their formulation: lack of clear interpretation, designation of conditions that do not fall under the use of a diagnosis, diagnosis of age-incompatible students. An analysis of physical education lessons for primary school children aged 7-10, which are classified by health status to a special medical group. It was determined that the heart rate reached the upper limit of the maximum pulse reserve for children of the special medical group in the minimum number of exercises, while the total duration is on average 2 minutes 40 seconds, which makes it impossible to increase aerobic capacity of students. It was found that healthimproving lessons do not solve the problems associated with increasing the strength of postural muscles, with the development of coordination skills, do not have the value of special motor correction of certain diseases and pathological conditions of primary school children. The identified features of the educational process in a special medical group make it possible to state violations of such didactic principles as the principles of accessibility, activity, systematicity, individualisation. The existing system of physical education of junior schoolchildren, classified by health status to a special medical group, is described by a clear inconsistency of projective, substantive, procedural, and accounting and control settings

scholarly journals PEDAGOGICAL FEASIBILITY OF THE USE OF A REFLECTIVE DIARY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 31 (4) ◽  
pp. 463-468
Author(s):  
A.S. Zelko ◽  
V.S. Sirenko ◽  
A.A. Strelnikova
Keyword(s):  
Primary School ◽  
School Children ◽  
School Child ◽  
Personal Development ◽  
Personal Characteristics ◽  
Feedback System ◽  
Primary School Child ◽  
Educational Process ◽  
Primary School Children ◽  
Diagnostic Tools

In the context of the problem of development of the personality of a primary school child, a reflective diary is considered as a pedagogical tool for personal development of a primary school child and the feasibility of its use in primary school is revealed. The purpose of creating a reflective diary is defined; the effectiveness of using the developed reflective diary is evaluated from the point of view of developing skills of independent work, reflexive skills of a primary school child, in accordance with the indicators of quantitative and qualitative changes in the level of development of the personality of a primary school child. A feedback system has been developed from primary school children in the form of a questionnaire. A number of pedagogical conditions for the effectiveness of the use of a reflective diary are listed: adherence to the frequency of keeping a diary, the use of diagnostic tools in the diary, the stages in filling out the diary, the completeness of the tasks of the diary and recording achievements in the corresponding section, conducting a secondary diagnosis of indicators of the personal characteristics of a younger student, recognizing improvements in the personality of the child by parents, teachers and the child himself. A scale for assessing the effectiveness of a reflective diary is provided. A conclusion is made about the degree of development of the system for assessing the effectiveness of the use of a reflective diary in the educational process of a primary school child.

scholarly journals Meaning formation in younger schoolchildren with speech disorders in the context of didactic approach

2019 ◽  
Vol 70 ◽  
pp. 01012
Author(s):  
Elena Matsyuk ◽  
Elena Belova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Intellectual Development ◽  
Poor Performance ◽  
Speech Disorders ◽  
Educational Process ◽  
Primary School Children ◽  
Integrative Approach ◽  
Social Adaptability

The article reviews the content and continuity of didactic conceptions of teaching primary school children with disabilities in modern conditions. The authors examine the nature of the reasons for poor performance of students with speech disorders, and reveal the contradictions of the integrative approach in education, as well as the possibilities of resolving these contradictions through the use of meaning pedagogy. The problem of designing an effective teaching model for primary schoolchildren with speech disorders is posed which can contribute to the formation of a positive image of the “Self”, the formation of an emotionand value-related attitude to reality and adequate perception of oneself in the world. The authors suggest that children with speech disorders with potential prerequisites for intellectual development are able to overcome communicative, cognitive and personal barriers to learning much better when provided didactic conditions for triggering the mechanism of meaning initiations in comparison with children with other manifestations of limited health abilities. An attempt has been made to create a meaningful didactic model of teaching primary school children with speech disorders in the context of inclusive education, that allows to increase the efficiency of the educational process and the social adaptability of children with speech disorders in society.

The Relationship Between Approximate Number System and Mathematics Competency in Indonesian Primary School Children

2018 ◽  
Vol 24 (8) ◽  
pp. 6259-6264
Author(s):  
Kevin Wijaya ◽  
Fransiskus X Ivan ◽  
Adre Mayza
Keyword(s):  
Response Time ◽  
Primary School ◽  
School Children ◽  
Weber Fraction ◽  
Number System ◽  
Primary School Children ◽  
Methodological Aspect ◽  
Approximate Number System ◽  
And Mathematics ◽  
The Relationship

The purpose of this study is to investigate the relationship between Approximate Number System (ANS), a cognitive system which represents and estimates the cardinality of a set, and mathematics competency of primary school children. Many findings on ANS and its relations with mathematics competency showed inconsistency. This research is the first of its kind in Indonesia. 318 fourth and fifth-grade primary school students were instructed to perform non-symbolic (dots) comparison task to measure their Weber fraction (w), accuracy (percentage correct), and response time (ms) which are the measurement for ANS acuity. Mathematics competencies of the students were taken from school’s report card and the data were standardized for each school separately. Correlation and regression linear analysis were conducted to find the relationship between ANS acuity and mathematics’ competency. Analysis showed there was a weak but significant (p < 0.05) correlation between two measurements of ANS acuity, namely the Weber fraction and accuracy, with mathematics competency, but not response time (p > 0.05). Further analysis with linear regression showed there was no relationship between the two variables and mathematics score, which disproves this correlation. This study shows that there is no relationship between children’s ANS acuity and mathematics competency. Intrinsic factors such as children’s attention, engagement, and motivation, also methodological aspect needed further consideration. Future studies are needed to investigate the methodological aspect related to the measurement of ANS and mathematics’ competency as there is no ‘gold standard’ yet to measure ANS.

scholarly journals Longitudinal development of number line estimation and mathematics performance in primary school children

2015 ◽  
Vol 134 ◽  
pp. 12-29 ◽  
Author(s):  
Ilona Friso-van den Bos ◽  
Evelyn H. Kroesbergen ◽  
Johannes E.H. Van Luit ◽  
Iro Xenidou-Dervou ◽  
Lisa M. Jonkman ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Number Line ◽  
Mathematics Performance ◽  
Primary School Children ◽  
Longitudinal Development ◽  
Number Line Estimation ◽  
And Mathematics
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