scholarly journals SOCIO-PEDAGOGICAL CONDITIONS FOR DEVEL OPING PRIMARY SCHOOL PUPILS

2020 ◽  
Vol 68 (4) ◽  
pp. 226-232
Author(s):  
G.G. Arynova ◽  
◽  
G.I. Uaisova ◽  
Keyword(s):  
Social Development ◽  
Primary School ◽  
Social Intelligence ◽  
Social Factor ◽  
Main Condition ◽  
School Activities ◽  
Leading Role ◽  
The Social ◽  
Basic Relationship ◽  
Primary School Pupils

This article examines the socio-pedagogical conditions for developing of primary school pupils. Each age has its own level of psychological, physical and social development, and it is also noted that the external social factor is the main condition for the development of internal sociality in children. School activities take a leading role in the development of the social intelligence of primary school pupils and, therefore, in the formation of the child's basic relationship with society. According to scientists, any age has its own unique and unrepeatable condition for social development. It is these conditions that make it possible to determine the forms and ways of development of children. Since a child's development is often dependent on environmental conditions, these conditions can both stimulate and inhibit development.

scholarly journals SOCIAL SITUATION AND EXPERIENCE OF SCHOOLCHILDREN OF PRIMARY PRIVATE SCHOOL (ACCORDING TO THE RESULTS OF THE EXPERIMENTAL RESEARCH)

2020 ◽  
Vol 2020 (4) ◽  
pp. 17-23
Author(s):  
Alokhin Mykhailo
Keyword(s):  
Primary School ◽  
Private Schools ◽  
Private School ◽  
Social Situation ◽  
Emotional Instability ◽  
Leading Role ◽  
The Social ◽  
Involved Parents ◽  
Pedagogical Research ◽  
Primary School Pupils

The tendency of educational opportunities polarization, which accompanied by segregation and stratification of secondary education, is empirically confirmed in Ukraine. Children from elite families, who are determined by social distance, individual and personal inequality, disparities in social conditions of development and social selection, are new target group of socio-pedagogical research. The aim of the article is to represent the theoretical and experimental study of the social situation and experience of primary school pupils from elite families and its impact on the trajectory of their social development. The survey, conducted in March-June 2020, involved parents of 143 children from elite families aged 6-8. It was determined that the socio-economic situation of the children family, affects their social experience and the educational trajectory of pupils. The leading role in raising a child belongs to educational institutions in 2% of family, despite the fact that in most elite families the educational function is equally distributed between both parents. It forms a specific demand for a school that has to educate children. Private schools could face the problem of forming responsibilities, as most primary school pupils from elite families have no domestic responsibilities, and their behavior may be partly antisocial. It because family education is not based on the causal links of the child's negative behavior and the equival punishment for it. The main demands on private schools for children from elite families are overcoming or minimizing shyness and isolation; fears and phobias; hyperactivity, emotional instability and capriciousness.

scholarly journals Features of Development of Social Intelligence in Primary School Age

2020 ◽  
Vol 12 (2) ◽  
pp. 91-107
Author(s):  
I.V. Emelyanova ◽  
I.Y. Kulagina
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Personal Development ◽  
Social Intelligence ◽  
School Age ◽  
School Life ◽  
The Social ◽  
Medium Level ◽  
Emotional Component ◽  
Primary School Age

The article provides a review of ideas about social intelligence and information about severity of its various components in primary school age. During this period, the development foundations are laid for the next age stages, and social intelligence is the foundation of personal development. The review given by the authors showed that at the beginning of primary school age, social intelligence is at a low or medium level of development. Throughout the entire age period, the development of individual components occurs heterochronously. The child is consistently mastering social skills and is better aware of himself; these tendencies are distorted by the excessive enthusiasm for computer games. The regulation of their emotions and social sensitivity are initially more characteristic of girls, at the end of the period – to the same or greater extent in boys whose development of the emotional component of social intelligence is slowed down. At the behavioral level, the underdevelopment of the social intelligence of younger students is manifested in the difficulties of adapting to school life and communicative problems. Thus, social intelligence developed in primary school age ensures the use of optimal behaviors in interaction with others, satisfaction with family and school life.

Housing conditions of the population as an indicator of the region social development level

2021 ◽  
Vol 20 (1) ◽  
pp. 172-177
Author(s):  
Ekaterina V. Lisova
Keyword(s):  
Social Development ◽  
Computer Program ◽  
Federal District ◽  
Russian Regions ◽  
Housing Conditions ◽  
Leading Role ◽  
Development Level ◽  
The Social ◽  
Regions Of Russia ◽  
Integral Indicator

The article is devoted to the level of social development of Russian regions. It is noted that at present the social component plays a leading role in the research of various authors. It is proposed to use the indicators published in the statistical collection "Regions of Russia. Socio-economic indicators", as well as regional housing and utilities tariffs for assessing the level of social development. A method for determining the integral indicator of social development has been developed, and a computer program has been created to determine its numerical values based on indicators of housing conditions of the population. The calculated generalized indicators for the regions of the Central Federal District are given. Conclusions are drawn about the possibility of using the obtained data to assess and predict the level of social regional development.

scholarly journals CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL

2021 ◽  
Vol 7 (1) ◽  
pp. 17-24
Author(s):  
Laura Bochiș ◽  
Maria Cristina Florescu ◽  
Mihaela Indrieș
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Special Needs ◽  
Preschool Education ◽  
Inclusive Classroom ◽  
Pedagogical Practice ◽  
Behavioral Management ◽  
School Activities ◽  
The Social ◽  
Social Prejudice

The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.  

scholarly journals Using social media in writing among Primary School pupils

2019 ◽  
Vol 4 (22) ◽  
pp. 250-258
Author(s):  
Aderlin Chung Kim Yuk ◽  
Melor Md Yunus ◽  
Ashairi Suliman
Keyword(s):  
Social Media ◽  
Primary School ◽  
Tertiary Education ◽  
Southern State ◽  
Writing Performance ◽  
The Social ◽  
Education Levels ◽  
Use Of Social Media ◽  
Primary School Pupils

The advancement of technology has brought transformation in education. Utilisation of social media to promote learning are increasing exponentially at secondary and tertiary education levels. However, the researcher was still doubting using social media on current primary school pupils. Thus, this study aimed to explore the use of social media among primary school pupils and how they perceive towards the use of English in writing on social media. Questionnaires were distributed among 37 primary 4 pupils in a Chinese vernacular school in a Southern state in Malaysia. The findings showed that YouTube is the most prominent tool used among the pupils and they have good competency in using the social media which they always use. Pupils use social media for academically and non-academically purposes. However, slightly more than half of the pupils do not have positive perceptions towards using English in writing on social media. Social media could be exploited in learning writing activities to increase the awareness of pupils towards a better writing performance.

scholarly journals Effects of Preparatory Classes on the Social Life of Primary School Pupils in Masaka Municipality, Uganda

2013 ◽  
Vol 4 (1) ◽  
pp. 43-52
Author(s):  
MT Namatovu ◽  
LD Akello
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Primary Education ◽  
Social Life ◽  
School Administrators ◽  
Ministry Of Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The Social ◽  
Primary School Pupils

This study examined the effects of preparatory studies on the social life of primary school pupils in Masaka Municipality, Central Uganda. Data were collected from pupils, teachers and school administrators using interviews, focus group discussions and observation. The findings indicated that to a large extent, preparatory classes negatively affected the social life of the pupils. Therefore, it is recommended that schools adhere to the timetable stipulated by the Ministry of Education and Sports.Keywords · Preparatory classes · Child development · Primary education

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 Causes and Effects of Marital Conflict on Educational and Social Development of Primary School Pupils in the North-West Zone B Educational District, Benue State, Nigeria: Teachers Perception

2015 ◽  
Vol 53 ◽  
pp. 101-106
Author(s):  
Rebecca Ashikor Moji ◽  
Grace Terdoo Waya Ijoyah ◽  
Joy Ojorumi Ijoyah
Keyword(s):  
Social Development ◽  
Primary School ◽  
Marital Conflict ◽  
Primary Schools ◽  
Mean Value ◽  
Instructional Materials ◽  
Mean Values ◽  
North West ◽  
The North ◽  
Primary School Pupils

The study investigated the causes and effects of marital conflict, as perceived by teachers, on the educational and social development of pupils in primary schools. A sample size of 400 respondents (255 males and 145 females) were drawn from the entire population in the seven local government areas of the district. The survey research design was adopted for the study. The instrument used for data collection was the questionnaire based on Teachers Perception on Marital conflict (TPMCO). The data collected were subjected to mean evaluation, while the chi-square (X2) was used to test hypothesis. The findings revealed that 55.0 % of teachers agreed that infidelity was the major cause of marital conflict with the highest mean value of 4.27, followed by poor communication between couple having 30.5 % of respondents, with a mean value of 3.92. The deprivation of instructional materials, followed by poor academic performance respectively, with the mean values of 4.82 and 3.94, were perceived by teachers, in order of ranking, as the most serious issues affecting the educational and social development of primary school pupils as a result of marital conflict. Love followed by encouragement were perceived by teachers to be the major ways in improving the educational and social development of pupils from conflict ridden homes. On hypothesis testing, marital conflict significantly (P≤0.05) affected the educational and social development of pupils, thus null hypothesis was rejected, while the alternate hypothesis was accepted.

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