scholarly journals Psychological foundations of the development of coherent speech in children with simultaneous visual and mental disabilities

2021 ◽  
pp. 59-67
Author(s):  
Indira Sedredinovna Ismailova ◽  
Viktoriya Viktorovna Ponomareva
Keyword(s):  
Mental Disorders ◽  
Primary School ◽  
Primary Schools ◽  
Boarding School ◽  
Social Adaptation ◽  
Mental Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Formative Experiment ◽  
Oral Speech

This article describes the psychological foundations of conducting a formative experiment on the development of coherent speech in children with simultaneous visual and mental pathologies, or in other words, children with complex sensory-mental disorders. The goal of this work is to determine the stages of correctional work of the formative experiment on the development of coherent speech in children with complex visual and mental disabilities. The subject of this research is the process of psychological-pedagogical impact reflected in the process of correctional work on the development of coherent speech among primary school students with visual and mental disabilities. The object of this research is the primary school students of 3rd and 4th grade with complex visual and mental disabilities of various severity in a boarding school for children with visual impairments. The scientific novelty of this research consists in optimization of activity of a pedagogue specializing in the development different types of coherent speech – dialogues, conversations and stories based on the picture among primary school students with sensory-mental disorders, which is of particular importance for school practice as it indicates the techniques for improving the quality of their speech and their social adaptation in the society. The author also underlines the importance of such work with children for fulfilling their personal potential in the context of the requirements of the principle of social justice. Accuracy of acquired results is defined by substantiation of the initial theoretical and methodological positions; comprehensive application of theoretical and empirical methods adequate to the object,  subject, goals and objectives of the research, long-term practical activity of the author dedicated to the development of coherent oral speech in primary schools students n with visual and mental disabilities.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

scholarly journals The Effect of Boarding on the Mental Health of Primary School Students in Western Rural China

2020 ◽  
Vol 17 (21) ◽  
pp. 8200
Author(s):  
Bin Tang ◽  
Yue Wang ◽  
Yujuan Gao ◽  
Shijin Wu ◽  
Haoyang Li ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Rural China ◽  
Boarding School ◽  
Fifth Grade ◽  
Primary School Students ◽  
School Students ◽  
Difference In Differences ◽  
Left Behind ◽  
Fifth Grade Students

Based on the panel data of 20,594 fourth- and fifth-grade students in the western provinces A and B in China, this paper analyzed the effect of boarding at school on the mental health of students using a combination of the propensity score matching (PSM) and difference-in-differences (DID) methods. The results showed that boarding had no significant effect on the mental health of students, but the tendency of loneliness among boarding school students was increased. Heterogeneity analysis found that fifth-grade students whose parents had both left home to work were more likely to have poorer mental health when boarding. This paper has essential policy significance for guiding rural primary schools to improve the mental health of boarding school students, especially left-behind children.

The self-reported perceptions, readiness and psychological wellbeing of primary school students prior to transitioning to a secondary boarding school

2019 ◽  
Vol 44 (03) ◽  
pp. 136-145
Author(s):  
David J. Mander ◽  
Leanne Lester
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Academic Motivation ◽  
Boarding School ◽  
Psychological Needs ◽  
The Self ◽  
Psychological Wellbeing ◽  
Primary School Students ◽  
Normal Range ◽  
School Students

AbstractThis research investigates the self-reported perceptions, readiness and psychological wellbeing of 15 male primary school students prior to transitioning to a secondary boarding school (S1) located away from home and family. A mixed-methods approach was used (i.e., online questionnaire and focus group), and findings indicate that while participants were apprehensive about expectations, study and encountering new technology at boarding school, all viewed the impending transition to S1 as a positive opportunity in their educational journey. Participants reported academic motivation and self-regulation above the norm; however, both questionnaire and focus group data indicated their academic self-perception was low. Levels of reported psychological distress were low, with symptoms associated with emotional problems, conduct problems, hyperactivity, peer problems, prosocial behaviour and overall total difficulties all found to be within the normal range. Indicators of life satisfaction and protective factors associated with resilience were similarly found to be within the normal range. Four major themes and eight subthemes emerged from the qualitative data, including: (1) enthusiasm (i.e., confidence, sadness); (2) opportunity (i.e., new experiences and choices, friendships); (3) anchor points (i.e., older siblings, orientation); and (4) expectations (i.e., study, technology). The findings of this study add to the literature encouraging staff in boarding schools to view transition through the lens of the early to mid-adolescence developmental period and the emergence of co-occurring innate psychological needs – in particular, the desire for competence, autonomy and relatedness. Strengths and limitations of this study are presented.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

scholarly journals Thinking on PE Activities in Primary Schools

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Junying Liu
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Staff ◽  
Primary School Students ◽  
Continuous Development ◽  
School Students ◽  
Teaching Activities ◽  
Educational Group

With the continuous development of teaching, educators focus more on the cultivation of the comprehensive ability of primary school students. PE in primary schools is drawing more and more attention. However, how to efficiently carry out physical teaching activities in primary schools becomes a big issue for the relative teaching staff to think about because of the uniqueness of the educational group.

scholarly journals The Practice of Noble Values among Primary School Students in Malaysia

2019 ◽  
Vol 7 (1) ◽  
pp. 163
Author(s):  
Mohd. Zailani Mohd. Yusuff ◽  
Mohamad Khairi Haji Othman ◽  
Asmawati Suhid ◽  
Rozalina Khalid
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Peninsular Malaysia ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
The North ◽  
Significant Difference ◽  
Research Designs

Social problems among students have become very serious in recent years. Therefore, the issues that need to be addressed are the practices that exist among them. This study will share a research finding that identifies the level of practice of applying noble values among primary school children. This study used qualitative research designs through interviews and observations and quantitative survey studies where data were collected through questionnaires involving 321 primary school children from four primary schools in the North Zone of Peninsular Malaysia. Overall, the findings show that the practice of noble values is admirable. This study found that there was a significant difference in values of noble practices in terms of school types. In addition, the findings also found that values of respect are the most dominant values practiced by primary school students followed by other values.

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