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 Objectively assessed moderate-to-vigorous physical activity levels among primary school children in Norway: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 38-47 ◽  
Author(s):  
Wei Hai Deng ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Linear Regression ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Age Groups ◽  
Participation Rate ◽  
Primary School Children ◽  
Activity Levels ◽  
Physical Activity Levels

Aims: The objective was to investigate moderate-to-vigorous physical activity levels (MVPA) of primary school children at baseline of the Health Oriented Pedagogical Project (HOPP), Norway. Methods: Data on 2123 children aged 6–12 years were included for analysis (75% participation rate). Average minutes per day in MVPA was objectively measured using accelerometry based on seven-day averages. The sample was analysed for age-, sex-, socioeconomic-, and season-related patterns. A linear regression investigated the moderating effect of these factors as well as body mass index and waist circumference. Results: Some 86.5% of the sample had at least 60 min/day MVPA, averaging 90.7 min/day. The main differences in daily averages were between age groups 6½–9 and 10–12 ( p < .05). Boys (95.8 min/day, 95% CI: 94.1–97.5) were more active than girls (85.6 min/day, 95% CI: 83.9–87.2) in all age groups ( p < .0001). MVPA was lower by 3.5 min ( p < .0001) per additional year of age in the linear regression (R2 = 0.176) and was reduced by 20 min less per day in MVPA in the winter months compared with the summer months ( p < .0001). Conclusions: Physical activity levels are already in decline from 6–7 years old and are likely to continue to decline into adolescence. Interventions must therefore focus on primary school children.

Can WordBricks Make Learning Irish More Engaging for Students?

2019 ◽  
Vol 9 (2) ◽  
pp. 20-39
Author(s):  
Monica Ward ◽  
Maxim Mozgovoy ◽  
Marina Purgina
Keyword(s):  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Visual Learning ◽  
Age Groups ◽  
Primary School Children ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Paradigm ◽  
Typical School

Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.

scholarly journals Prevalence of Overweight and Obesity among Primary School Children Aged 8–13 Years in Dar es Salaam City, Tanzania

2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Ismail N. Pangani ◽  
Festus K. Kiplamai ◽  
Jane W. Kamau ◽  
Vincent O. Onywera
Keyword(s):  
Public Schools ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Weight Status ◽  
Age Groups ◽  
Dar Es Salaam ◽  
Overweight And Obesity ◽  
Primary School Children ◽  
Cross Sectional

Background. The understanding of obesity as a growing health problem in Africa and Tanzania in particular is hampered by lack of data as well as sociocultural beliefs in which overweight and obesity are revered. This study sought to determine the prevalence of overweight and obesity among primary school children aged 8–13 years in Dar es Salaam, Tanzania.Method. A cross-sectional analytical research design was used to study overweight and obesity in primary schools in Dar es Salaam, Tanzania. The target population was 150,000 children aged 8–13 years. Stratified random sampling was used to select 1781 children. Weight and height were taken and WHO standards for children were used to determine weight status.Results. Findings showed that the prevalence of overweight and obesity was 15.9% and 6.7%, respectively (N=1781). However, 6.2% of the children were underweight. There were significant differences in mean BMI between children in private and public schools (p=0.021), between male and female (p<0.001), and across age groups of 8–10 and 11–13 years (p<0.001).Conclusion. The prevalence of overweight and obesity among primary school children is significant and requires management and prevention strategies.

scholarly journals Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 54-69
Author(s):  
Vaiva Grabauskienė ◽  
Oksana Mockaitytė-Rastenienė
Keyword(s):  
Primary School ◽  
Undergraduate Students ◽  
School Children ◽  
Critical Reflection ◽  
Mathematical Reasoning ◽  
Primary School Children ◽  
Gifted Children ◽  
Audio Recordings ◽  
Adults And Children ◽  
The Difference

In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

scholarly journals Ability of Pre-school and Primary School Children to Assess the Quality of Explanations

Pedagogika ◽  
2016 ◽  
Vol 124 (4) ◽  
pp. 129-146
Author(s):  
Aušra Daugirdienė ◽  
Agnė Brandišauskienė ◽  
Danguolė Endriuškienė
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Quality Criteria ◽  
Fourth Grade ◽  
Primary School Children ◽  
Second Grade ◽  
School Age ◽  
The Impact

Explanations about the surrounding world are of particular significance for children since it is a way for them to learn and cognise the environment. However, Legare (2014) maintains that little is known about the impact of explanations on learning. For the past decade, explanations have been one of the major themes in the studies of cognitive psychology. They aim at answering the key questions: what is the nature of the phenomenon (explanation), what is it composed of, what are its quality criteria, how is it constructed and perceived by children (Lombrozo, 2006). Hence, the aim of the current paper is to explore the ability of pre-school and primary school children to assess the quality of explanations. The aforesaid aim was posed in accordance with the methodology developed by the authors (the methodology was designed with reference to the study of Baum, Danovitch, and Keil (Baum et al., 2008). The research involved 61 children: 20 pre-school children, and 41 primary school children (21 children of the second grade, and 20 children of the fourth grade respectively). The main conclusions of this research are: – children’s ability to assess the quality of explanations increases from pre-school age to the second grade of primary school, yet at this period, it remains unchanged (from the second to fourth grade); – despite that the ability to assess the quality of explanations on familiar and unfamiliar topics differs in both age groups (pre-school and primary school), the differences are not statistically significant. It has been determined that, assessing explanation on familiar and unfamiliar topics, pre-school children and fourth grade pupils are able to distinguish circular explanations on familiar topics in a more similar way than assessing explanations on unfamiliar topics. Moreover, older primary learners are more precise in assessing explanations on familiar rather than unfamiliar topics; – the oldest children (fourth grade learners) choose a noncircular explanation as a better one more knowingly and reasonably. Meanwhile, children of pre-school age and second grade pupils cannot often point out why they have chosen a noncircular explanation; – only older children (mostly fourth grade pupils and several second grade learners) are able to recognise and identify the structure of a circular explanation. The conducted research provides insights into the ability of small children to assess the acquired information. It is noteworthy that the assessment and creation of explanations is one of the mechanisms of learning and development (Bonawitz et al., 2008; Legare, & Lombrozo, 2014). Hence, their impact is obvious: explanations give a basis for learning, whereas prior knowledge is fundamental for explanations (Williams, & Lombrozo, 2013).

scholarly journals Prevalence of the common intestinal parasitic infections and predisposing factors among the asymptomatic primary school children in Finoteselam town, West Gojam Zone, Amhara region (Ethiopia).

2020 ◽  
Vol 8 (2) ◽  
pp. 173-188
Author(s):  
Maru Wassie Yenene ◽  
Abayneh Unasho Gandile
Keyword(s):  
Primary School ◽  
School Children ◽  
Intestinal Parasites ◽  
Parasitic Infection ◽  
Age Groups ◽  
Predisposing Factors ◽  
Primary School Children ◽  
Parasitic Infections ◽  
Intestinal Parasitic Infections ◽  
And Control

Background: Intestinal parasitic infections (IPIs) have been still quite common in developing countries including Ethiopia, particularly in children with low socio-economic and poor living conditions. Previous studies in Ethiopia have shown high burden of intestinal parasitic infections among the primary school children. The effective prevention and control of parasitic infections require research work based on the identification of intestinal parasites including associated predisposing factors. Objective: The aim of the present study was to investigate the prevalence of common intestinal parasitic infections and predisposing factors among the asymptomatic primary school children. Methods: A school based cross- sectional study was conducted from September, 2019- January, 2020 and a total of 422 asymptomatic primary school children were involved in the study. Specimens of the stool samples were examined using the standard parasite and ova method. Direct microscopy using saline and iodine wet mount preparation was used to examine the presence of eggs and larvae of helminthes and trophozoites and cysts of protozoan parasites and formalin ether concentration method was used for quality assurance. Structured questionnaires were also used to collect quantitative data on socio-demographic characteristics and predisposing factors. Analysis of the data was made manually using the thematic framework method including descriptive statistics. Results: Among the 422 students (aged 5-14 years) participated in the study, 245(58%) were positive for one or more intestinal parasites. Of the total infected participants, 192(45.5%) were single infections and 53(12.6%) were double infections identified. Seven types of intestinal parasitic infections were identified in the present study. The most prevalent parasite was Giardia lamblia 95(22.5%) followed by hook worm 58(13.7%). Age groups 5-9 years old were more infected, 173 (70.6%) than age groups 10-14 years old 72(29.4%). This result also showed parasitic infections were associated with predisposing factors related to infectious cycles. Concluding Remarks and Recommendations: The present study revealed that there was a high prevalence of intestinal parasitic infection among students in the targeted primary schools. Therefore, all stakeholders should give attention to raise awareness about the prevention and control mechanisms of intestinal parasitic infections. Moreover, the health services of the local government should develop a habit of mass public health education and deworming intervention to improve the level of parasitic infection and environmental hygiene in the study area.

scholarly journals THE RELEVANCE OF THE DEVELOPMENT OF PERCEPTUAL ABILITIES IN CHILDREN OF PRIMARY SCHOOL AGE

2021 ◽  
Author(s):  
Alina Yerofeyeva ◽  
Tatyana Kokhanover
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Primary School Children ◽  
School Age ◽  
Concentration Time ◽  
Perception Of Time ◽  
Perceptual Abilities ◽  
Primary School Age

Article is devoted to the study of the peculiarities and importance of the development of perceptual abilities of children studying in primary school. First of all, the concept of perception, classification and properties are considered for further understanding of the topic. The article includes a comparison of perception by age groups and shows by the example of an experiment how much perception skills affect the lives of primary school children. The peculiarities of the psyche of children aged 7-10 years, such as concentration time, attentiveness, perception of time, were taken into account. Basically, the article touches on certain types of perceptual abilities, such as visual and auditory perceptions. These types of perception skills are of the greatest importance in the development of children.

scholarly journals Designing Digital Educational Environment for the Individualization of Learning and the Development of Gifted Children

2020 ◽  
Vol 10 (2) ◽  
pp. 70-75
Author(s):  
Viktoriya Solomatina
Keyword(s):  
Primary School ◽  
Conceptual Framework ◽  
School Children ◽  
Educational Environment ◽  
Educational Process ◽  
Primary School Children ◽  
Gifted Children ◽  
Project Method ◽  
E Learning ◽  
Empirical Material

The article presents the authors’ project of designing a digital educational environment for the actualization and development of creative giftedness in primary school children by means of a network of project activities. The educational environment was designed within the conceptual framework proposed by E. D. Patarakin and based on his idea of using network interactions to support the project method. This approach enables a transition from the concept of "educational environment" to the concept of “educational ecosystem". The model of an ecological system is used in the article to analyze the contemporary educational environment. The empirical material presented in the paper can be implemented in developing new forms of interaction between educational process participants in the context of e-learning.

Secular trends in height, weight and body mass index of primary school children in Turkey between 1993 and 2016

2017 ◽  
Vol 30 (11) ◽  
Author(s):  
Seda Topçu ◽  
Filiz Şimşek Orhon ◽  
Betül Ulukol ◽  
Sevgi Başkan
Keyword(s):  
Body Mass Index ◽  
Primary School ◽  
Body Mass ◽  
School Children ◽  
Age Groups ◽  
Secular Trends ◽  
Primary School Children ◽  
Time Interval ◽  
And Gender ◽  
Gender Groups

AbstractBackground:The aim of the study was to analyze the secular trends in height, weight and body mass index (BMI) of children in a Turkish primary school in a 23-year time interval.Methods:The height, weight and BMI of 1099 children between 7 and 15 years old were measured. Data were compared to those of children of the same ages from previous measurements carried out in 1993 (867 children) and in 2003 (1214 children) in the same school. The changes in weight, height and BMI were determined and analyzed statistically.Results:Weight increments between 7.7 and 16.2 kg/23 years and height increments between 1.1 and 8.3 cm/23 years were observed in boys. For girls, weight increments between 6.5 and 13.4 kg/23 years and height increments between 1.3 and 7.2 cm/23 years were indicated. Usually, there were significant height increments between 1993 and 2016 in both genders. However, there were no significant differences in height between 2003 and 2016 for all age groups. Furthermore, there were significant differences in BMI measurements in all age and gender groups between 1993 and 2016.Conclusions:The secular ascending trend in height seems to stop between 2003 and 2016; however, increments in weight and mean BMI tend to continue in Turkish primary school children and adolescents.

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