scholarly journals Road to Peace Education: Peace and Violence from the Viewpoint of Children

2018 ◽  
Vol 11 (8) ◽  
pp. 141 ◽  
Author(s):  
Fatih Yilmaz
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Peace Education ◽  
Primary School Students ◽  
School Students ◽  
Daily Lives ◽  
Cultural Violence ◽  
Individual Support ◽  
The Social ◽  
Research Students

It is important to adopt the concept of peace as a culture when human rights, democracy, coexistence and diversity are respected at the social level. Particularly at an early age, introducing this concept to individuals can prevent violent cultures from finding social or individual support. In this sense, individuals are expected to disseminate peace through education and to exclude violence. In this research, it was tried to show how primary school students perceive the concepts of peace and violence in their daily lives. It has been tried to determine how pupils describe these concepts in their pictorial image, literary and verbal expressions. The research was designed as qualitative research from qualitative research approaches. 68 primary school students participated in the research. Students have identified four main themes on the peace issue: “universal / inter-communal peace, inter-group / social peace, inter-personal peace and individual peace.” Twenty-five sub-themes related to these 4 main themes have been created. As for violence, four main themes have emerged: “socio-cultural violence, direct violence, group violence and ecological violence”. Sixteen sub-themes have been expressed, depending on these four main themes. It has been found out that in the general sense, they perceive the concept of peace mostly in a personal-individual sense and they directly perceive the concept of violence as socio-cultural violence.

scholarly journals Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

2021 ◽  
Vol 17 (3) ◽  
pp. 135-142
Author(s):  
T.A. Yudina ◽  
S.V. Alekhina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Inclusive Education ◽  
Social Situation ◽  
Sentence Completion ◽  
Primary School Students ◽  
School Students ◽  
Age Dynamics ◽  
The Social

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

scholarly journals PRESENCE OF RISK FACTORS IN PRIMARY SCHOOL STUDENTS AND THE NEED FOR EARLY SOCIAL-PEDAGOGICAL INTERVENTION

2019 ◽  
Vol 9 (2) ◽  
pp. 33-39
Author(s):  
Adela Jahić ◽  
◽  
Emina Suljkanović-Djedović ◽  
Lejla Kuralić-Čišić ◽  
Meliha Bijedić ◽  
...  
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
Behavioral Problems ◽  
Typically Developing ◽  
Primary School Students ◽  
School Students ◽  
Pedagogical Intervention ◽  
Children And Young People ◽  
Care Chain ◽  
The Social

The school is an institution that represents an important link in the social care chain for children and young people, which also involves taking various measures to prevent the occurrence of undesirable behaviors. The aim of the study is to determine the prevalence of risk factors between adolescents with externalized and internalized problems and typically developing adolescents, and to determine in which segment, in the opinion of teachers, early social-pedagogical intervention is most needed. The research sample is made up of 450 students (233 male and 217 female) of the seventh and eighth grades of primary school. The results show that the highest risk factors are present in the group of students with externalized behavioral problems, slightly less in the group with internalized problems, and the least in students without behavioral and emotional problems. When it comes to early social-pedagogical interventions, in the opinion of teachers, they should be comprehensive and implemented by a competent expert.

scholarly journals ОСОБЕННОСТИ СОЦИАЛЬНОЙ УСПЕШНОСТИ ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА ПОЛИНАЦИОНАЛЬНЫХ КЛАССОВ

2020 ◽  
Author(s):  
Anzhelika Pronina ◽  
Irina Yakovleva
Keyword(s):  
Primary School ◽  
Ethnic Groups ◽  
Social Recognition ◽  
Ethnic Composition ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Social Success ◽  
The Social ◽  
Interethnic Interaction

Введение. Полиэтническая среда школы может выступать, с одной стороны, основой для проявления толерантности, межэтнического взаимодействия, с другой стороны, высокая степень этнической идентичности обучающихся может вызывать межэтнические конфликты, неприязнь к представителям иной национальности. Формирование личности младшего школьника происходит в контексте социализации, которая характеризуется стремлением к достижению успеха и социальному признанию, социальной активностью, что является показателями социальной успешности. Возникают различного рода противоречия между этнической принадлежностью и достижением социальной успешности младших школьников полинациональных классов. Материал и методы. В исследовании изучались особенности социальной успешности младших школьников полиэтнических классов. Выборку составили младшие школьники вторых и третьих классов с полиэтническим составом (n = 182), который представлен основной этнической группой – русских и этническим меньшинством, состоящим из обучающихся различных национальностей. Диагностика социальной успешности осуществлялась с использованием методики социометрии (Дж. Морено), опросника межличностных отношений «Мой класс» (Ю. З. Гильбух), тестирования мотиваторов социально-психологической активности личности (Н. П. Фетискин, В. В. Козлов, Г. М. Мануйлов). Для сравнения социальной успешности школьников различных этнических групп применялся параметрический t-критерий Стьюдента. Результаты и обсуждение. Проведенное экспериментальное исследование установило уровни сформированности компонентов социальной успешности младших школьников полинациональных классов: преобладание благоприятных социометрических статусов (звезды, предпочитаемые), достижение успеха, тенденции к аффилиации, удовлетворенность школьной жизнью, низкая конфликтность и недостаточная сплоченность в основном у представителей этнического большинства. Особенности социальной успешности младших школьников полиэтнических классов заключаются в различиях конфликтности, сплоченности, тенденции к аффилиации этнического большинства и меньшинства. В совокупной выборке младших школьников полинациональных классов по позитивным показателям социально успешных обучающихся выявлено в два раза больше, чем социально неуспешных. Заключение. Подчеркивается, что социальная успешность младших школьников полинациональных классов обусловлена не национальной принадлежностью, а другими социальными и личностными характеристиками. Изучение данных аспектов необходимо для учителей по развитию у младших школьников полинациональных классов межкультурного взаимодействия и общения, формированию толерантного отношения к представителям других этносов, пониманию способов и путей достижения социальной успешности. Материалы статьи могут быть использованы педагогами начальных классов, работающими с полинациональным составом обучающихся, психологами образовательных организаций.Introduction. The multiethnic environment of the school can act, on the one hand, as the basis for the manifestation of tolerance, interethnic interaction, and on the other hand, a high degree of ethnic identity of students can cause interethnic conflicts and hostility to representatives of a different nationality. The formation of the personality of a younger student takes place in the context of socialization, which is characterized by a desire for success and social recognition, social activity, which are indicators of social success. Various kinds of contradictions arise between ethnicity and the achievement of the social success of elementary schoolchildren in multinational classes. The aim of the study was to study the features of social success of younger students of polyethnic classes. The objectives of the study were to determine the formation of components of social success of primary school students, to establish differences between the components of social success of the ethnic majority and minority, to identify the ratio of socially successful and socially unsuccessful students of polyethnic classes. The sample was made by primary school children of 2 and 3 classes with a multi-ethnic composition (n=182), which is represented by the main ethnic group – Russians and an ethnic minority consisting of students of different nationalities. Diagnosis of social success was carried out using the methodology of sociometry (J. Moreno), questionnaire of interpersonal relations “My class” (Yu. Z. Gil’bukh) testing motivators socio-psychological activity of a person (N. P. Fetiskin, V. V. Kozlov, G. M. Manuylov). The parametric student t-test was used to compare the social success of students of different ethnic groups. Results and discussion. Experimental research has established the levels of formation of the components of social success of elementary schoolchildren of multinational classes: the prevalence of favorable sociometric status (stars, the preferred), achievement of success, tendency for affiliation, the school life satisfaction, low conflict and lack of solidarity, mainly among representatives of the ethnic majority. The features of the social success of primary school students of multiethnic classes are the differences in conflict, solidarity, and the tendency to the affiliation of the ethnic majority and minorities. In the total sample of elementary schoolchildren of multinational classes, by the positive indicators of socially successful students, twice as many were identified as socially unsuccessful. Conclusion. It is emphasized that the social success of primary school students of multi-national classes is not due to national affiliation, but other social and personal characteristics. The study enriches and complements the pedagogy of primary school, the theory and methodology of education of younger students with new data on the socialization of the child’s personality in the system of interethnic interaction, the features of social success of students at the stage of primary education. The study of these aspects is necessary for primary school teachers working with a multi-ethnic composition of students to develop intercultural interaction and communication among younger students, the formation of a tolerant attitude to representatives of other ethnic groups, understanding ways and means of achieving social success.

scholarly journals Features of soft-competences development at the primary-school students in a sport training

2020 ◽  
Author(s):  
А.А. Лабутина ◽  
А.Р. Масалимова
Keyword(s):  
Primary School ◽  
Social Life ◽  
Special Role ◽  
Sport Education ◽  
Primary School Students ◽  
School Students ◽  
Sport Training ◽  
The Social ◽  
Personal Qualities ◽  
Primary School Age

В статье рассматривается вопрос формирования soft-компетенций детей младшего школьного возраста. Актуальность данной проблемы вызвана высокой динамичностью современной жизни, требующей от человека особых личностных качеств для достижения успешности в личной и профессиональной сферах. Каждый вид активной деятельности ребенка оказывает свое влияние на его становление как личности, определяя его включение в общественную жизнь. Особая роль в этом контексте принадлежит спорту. Спортивные школы, секции, участие детей в соревнованиях порождают активность личности, создают благоприятный эмоциональный настрой, формируют характер человека и готовность к преодолению препятствий. Авторами рассматривается потенциал и особенности спортивного воспитания в современных условиях. В ходе исследования обобщены виды и сущность soft-компетенций младших школьников, показаны возможности спортивного воспитания как образовательного пространства детства. The article treats the problem of soft-competences formation at the children of primary school age. The relevance of the problem is caused due to high dynamism and intensity of the modern life implying the presence of special personal qualities for achievement of success in the personal and professional spheres. Each type of child’s activity has an impact on his (her) establishment as a personality, defining his (her) involvement into the social life. The special role in this context belongs to sport. Sport schools, sections, participation of children in competitions shape the activity of the personality, create a favorable emotional spirit, form the character of the person and readiness for overcoming obstacles. Potential and features of sport education in modern conditions are considered by the authors. In the process of the research, the types and the essence of soft-competences at the primary school students are generalized, possibilities of sport education as an educational space for children are shown.

scholarly journals Assessment of the social attitude of primary school students

2018 ◽  
Vol 4 (1) ◽  
pp. 12-21
Author(s):  
Ari Setiawan ◽  
Siti Partini Suardiman
Keyword(s):  
Primary School ◽  
Peer Assessment ◽  
School Level ◽  
Observational Assessment ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Social Attitude ◽  
The Social ◽  
Cluster Random Sampling

The implementation of Curriculum 2013 at primary school level brings about its own problems to teachers. A serious problem emerges in the assessment, especially the assessment of core competence for the social attitude aspect. This problem arises because social attitude has many dimensions and requires judgments in diverse forms. In addition, the assessment of social attitude is focused on the affective sphere. The objective of this research is to assess the social attitude of grade IV and/or V students of primary school using three integrated instrument models: self-assessment (SA), peer assessment (PA), and observational assessment (OA). This research employed qualitative approach. The respondents were 58 students chosen by using cluster random sampling and purposive sampling techniques. The data were collected through direct disclosure questionnaire and observation, and analyzed descriptive quantitatively. The results of the research are as follows: (1) the component of honesty attitude is in category A (entrusted); (2) the component of discipline is in category A (entrusted); (3) the responsibility component is in category B (developing); (4) the politeness component is in category B (developing); (5) caring component is in category B (developing); (6) confidence component is category A (entrusted); and (7) students' social attitude is mainly in category B (good) which indicates that most students have good social attitude.

scholarly journals Recognizing The Children English Vocabulary Input Through Internet

2020 ◽  
Vol 6 (2) ◽  
pp. 58
Author(s):  
Adhi Kusuma ◽  
Victa Sari Dwi Kurniati
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Online Games ◽  
The Internet ◽  
Primary School Students ◽  
School Students ◽  
Internet Connection ◽  
Grade 5

It cannot be denied that children nowadays are very familiar with Internet. They mostly use internet connection for playing games rather than supporting their school assignments. Most online games the children play are imported from abroad so that language used is mostly English. As a result, children frequently pick up many English words from the game naturally. The present study is the continuous study of the vocabulary learning strategy mapping among 28 primary school students on grade 5 using the VOLSQUES survey. From the survey, the researcher found that 29% respondents chose internet as the source of their English vocabulary input. Started from this finding, the researcher continue the study by conducting descriptive qualitative research on those 29% respondents. The focus is on recognizing the Internet content commonly the respondents use and type of English vocabulary input they gain. All the respondents admit that they frequently play online games, especially the Mobile Legend game. The interesting result is that the participants are mostly unable to read and write the English words they recognize from the game correctly. This is understandable since the children listen from the game narrators. Besides, the typical English words they acquire are instructions.

Sign in / Sign up

Export Citation Format

Share Document