scholarly journals School Life Safety Awareness according to Students School Age

2021 ◽  
Vol 22 (11) ◽  
pp. 769-777
Author(s):  
Young-Ho Hong
Keyword(s):  
Life Safety ◽  
School Age ◽  
School Life ◽  
Safety Awareness

scholarly journals To what extent is social inequality in school-age achievement determined before and during schooling? A longitudinal analysis in three European countries

2020 ◽  
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek ◽  
Thomas van Huizen
Keyword(s):  
Measurement Error ◽  
Social Inequality ◽  
Instrumental Variable ◽  
School Age ◽  
Formal Schooling ◽  
School Life ◽  
Primary Schooling ◽  
The United Kingdom ◽  
Before School

We estimate the degree to which socioeconomic status (SES) gaps in children’s language skills observed in primary schooling are already determined before children enter school in Germany, the Netherlands, and the United Kingdom. We use representative and longitudinal cohort data and apply instrumental variable estimation to deal with measurement error in test scores. Around 60–80% of SES gaps in language at the end of primary school are attributable to gaps settled before formal schooling, while at most 20–40% is attributable to SES operating during the school years. We also show that ignoring measurement error results in a major overestimation of the role of SES during schooling. Our findings suggest that the most effective strategy for reducing social inequality in school-age achievement is reducing inequality before school life starts.

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.

scholarly journals KENAKALAN REMAJA AWAL DI LINGKUNGAN SEKOLAH DITINJAU DARI KETIDAKHADIRAN ORANG TUA KARENA MERANTAU

2015 ◽  
Vol 11 (2) ◽  
pp. 143-150
Author(s):  
Siti Qorrotu Aini
Keyword(s):  
Substance Abuse ◽  
Secondary School ◽  
Adolescent Development ◽  
Behavioral Problems ◽  
School Environment ◽  
Early Adolescent ◽  
School Age ◽  
Hormonal Changes ◽  
Adolescent Delinquency ◽  
School Life

ENGLISHEarly adolescent phase that coincided with the beginning of secondary school age have characteristics that emotionally still volatile because of the influence of hormonal changes in adolescents. This forms a distinctive characteristic in early adolescence which includes aspects social behavior, moral, religious, affective, cognitive and personality. The reviewed purpose is to explain the potential of early adolescent delinquency in the school environment on students whose parents migrated for temporary. Adolescent phase needs nurturing, guidance, direction and supervision. The parents roles is needed for the success of adolescent development. Adolescent who left by their parents for temporal migration have psychosocial youth impact in their school life. Adolescent beside studied academicly also required to comply with the applicable rules at school. Adolescent who are left for temporal migration and have psychosocial problem, forms of delinquency includes substance abuse such as alcohol, behavioral problems includes coming late, ditching, not doing homework, words are rude, alcohol, viewing pornography, fighting, courting school environment, write inappropriate words on the walls of the bathroom and indications brawl. INDONESIAFase remaja awal yang bertepatan dengan usia sekolah menengah memiliki karakteristik yang secara emosional masih bergejolak karena pengaruh perubahan hormonal dalam diri remaja. Hal ini membentuk karakteristik yang khas pada masa remaja awal yang meliputi aspek perilaku sosial, moral, religi, afeksi, kognitif dan kepribadian. Tujuan penulisan untuk menjelaskan potensi kenakalan remaja awal di lingkungan sekolah pada siswa yang orang tuanya merantau. Fase remaja membutuhkan pengasuhan, bimbingan, arahan dan pengawasan. Peran orang tua sangat dibutuhkan untuk keberhasilan perkembangan anak remaja. Remaja yang ditinggal orang tuanya merantau memiliki dampak psikososial remaja dalam kehidupannya bersekolah. Remaja, selain belajar secara akademis juga dituntut untuk mematuhi aturan yang berlaku disekolah. Remaja yang ditinggal merantau dan memiliki masalah psikosial, bentuk-bentuk kenakalannya meliputi penyalahgunaan zat berupa minuman keras, masalah perilaku meliputi terlambat, membolos, tidak mengerjakan tugas/PR, perkataan yang kasar, minuman keras, melihat pornografi, berkelahi, pacaran dilingkungan sekolah, menulis kata-kata tidak pantas di tembok kamar mandi dan indikasi tawuran.

THE EMOTIONS OF THE CHILDREN THROUGH THE EYES OF THE PRESCHOOL TEACHER

2020 ◽  
Vol 11 (1) ◽  
pp. 99-105
Author(s):  
Reni Hristova-Kotseva ◽  
Keyword(s):  
Emotional State ◽  
Decisive Role ◽  
Well Being ◽  
Social World ◽  
Educational Institutions ◽  
School Age ◽  
Human Relations ◽  
School Life ◽  
Full Development ◽  
The World

The article presents a recent theoretical and empirical study on the emotional manifestations of the child at pre-school age. Emotions occupy an important and essential place in the child’s pre-school life and play a decisive role in their psychological, physical and social development because they are related to the natural and social world. It is through them that the child perceives and understands the environment, reacts and expresses his/her attitude to it, enters the world of human relations, learns to communicate with adults and peers, understands them, shares with them, seeks and expects their support and understanding The problem of the emotional well-being of children in the pre-school educational institutions is current, as the positive emotional state is one of the most important conditions for the full development of the forming child’s personality. Taking into account the importance of emotional for the development and formation of the child at pre-school age, a survey was conducted with teachers. The aim of the study is to explore the teachers’ opinion about the emotional manifestations of the children in the kindergarten group.

scholarly journals Primary School Teachers’ Awareness of Chronic Diseases of Children

2017 ◽  
Vol 7 (3) ◽  
pp. 111-121
Author(s):  
Barbora Plisková ◽  
Petr Snopek
Keyword(s):  
Chronic Diseases ◽  
Chronically Ill ◽  
Point Of View ◽  
School Age ◽  
Structured Interviews ◽  
School Life ◽  
Common School ◽  
Chronically Ill Children ◽  
School Care

Abstract Introduction: More and more children and adolescents suffering from chronic diseases are included in common school education. Unfortunately, teachers do not feel confident enough about how to cope, fulfil and satisfy the needs of these children in the educational, social and emotional spheres. The aim ofp this part of research was to discover how teachers work with chronically ill children of younger school-age. There were three aims. The first aim was to investigate if teachers have basic awareness and knowledge about selected chronic diseases in children of younger school-age. The second aim was to discover what experience and attitudes towards chronically ill children of younger school-age teachers have. The third aim was to discover, how the quality of school care of chronically ill children of younger school-age can be improved. Methods: We used qualitative research methodology. Data were processed and gathered from semi-structured interviews. Interviews were conducted with 12 teachers. Results: Our findings revealed that teachers should be acquainted with the disease itself and its consequences in all aspects. In some cases, teachers must be acquainted also with the practical aspects of a chronic disease, e.g. first aid and application of drugs and aids in order to assist children if necessary. Discussion: The study offers unique insights into primary teachers’ views and experiences with chronically ill children, how teachers work with chronically ill pupils of younger school-age and how the quality of school care of chronically ill children of younger school-age can be improved. Limitations: The research is still being conducted and therefore, it is not possible to provide more detailed results and conclusions. However, our main aim was to draw attention to the very problem from the point of view of teachers themselves and to highlight their vivid experiences. Conclusions: It is necessary to create interconnected networks of experts and families who will cooperate and communicate and who will participate in satisfying needs of a child together. These networks will ensure that children will be integrated into common school life in spite of their disease without serious consequences affecting their development and education.

scholarly journals An Inquiry into the Health of School Entrants in a Suburban Area

1930 ◽  
Vol 30 (1) ◽  
pp. 104-120
Author(s):  
Agnes Hill Nicoll
Keyword(s):  
Environmental Effects ◽  
Suburban Area ◽  
School Age ◽  
School Life ◽  
Intimate Relation ◽  
Before School

Summarising the results of this investigation, those set out in the first part of the paper are, on the whole, very gratifying. Making due allowances for difficulties of comparison, there is little doubt that entrants now are in a better condition than they were twenty years ago. The characters, e.g. general nutrition and state of teeth, for which there has been no improvement or actually a set back in recent years are those which might be expected to have been influenced by transitory conditions due to the war and are also those the measurement of which most closely depends upon the standard adopted; this standard has probably risen.In the second part of the paper, I have shown that there is an intimate relation between various defects which develop before, sometimes long before, school age and defects or disabilities which are of grave importance during school life. How far one is dealing with environmental effects and how far with inborn weaknesses cannot, of course, be ascertained without further data; but it is clear that the care of the child before admission to school is a matter deserving as much attention as possible, even with respect to shortcomings often attributed to factors only coming into play during school age.

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