scholarly journals An Investigation on the Comprehension of English Idioms Among Moi Primary School Children in Nairobi

2021 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Ngoge Tabley Amos ◽  
Imelda Hermilinda Abas
Keyword(s):  
Primary School ◽  
Formal Education ◽  
Second Language Learners ◽  
Age Groups ◽  
Language Teachers ◽  
Preschool Age ◽  
Primary School Children ◽  
Comprehension Skill ◽  
Idiomatic Expressions ◽  
Age Range

The competence in identifying and comprehending the meaning of idiomatic expressions developed at an early age. However, second language learners reach the comprehension skill differently within the age and at pace. There are many unresolved questions regarding the age which children start to comprehend L2 idioms. The objective of this study was to investigate the age at which children in Moi primary school in Nairobi were able to identify and comprehend the meaning of English idioms. The 60 participants were selected using purposive sampling. The children were divided into three age groups: 5-8 years old, 9-12 years old, and 13-16 years old. The participants were balanced in gender and level of formal education. They were asked to identify the correct non-literal meaning of the 20 idioms presented. It was reported that the group with an age range from 5-8 years old scored the lowest among the other.The findings showed that as early as five years of old (preschool age), children begin to understand some kinds of idiomatic expressions and that such ability slowly develops throughout childhood. At the age of 9, children mainly interpreted idioms literally. By the age of 12, they started to understand the non-literal meanings of idiomatic expressions correctly and continued to expand until the age of 16. It implied that age is a factor in the comprehension of idioms among children. Therefore, exposure to language input is vital in the process of early acquisition. The study provides pedagogical observation on early language acquisition. This study also assists the language teachers and language practitioners and material developers in decision making that lead to the development of a better curriculum.

scholarly journals Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking

2017 ◽  
Vol 22 (6) ◽  
pp. 77-86
Author(s):  
E.V. Lidskaya ◽  
M.O. Mdivani
Keyword(s):  
Primary School ◽  
Natural Environment ◽  
Age Groups ◽  
Preschool Age ◽  
Primary School Children ◽  
School Age ◽  
Dialectical Thinking ◽  
Preschool Age Children ◽  
Primary School Age ◽  
The Impact

The article presents results of an empirical research of cognitive, affective (emotional) and behavioral components of ecological consciousness in 323 children of preschool and primary school age (6—10 years).It was found that preschool age children underestimate the impact of nature on man, but at the same time overestimate the human impact on nature. Children of this age attributed greater importance to being emotionally close with nature than children of primary school age. When choosing between the industrial, social or natural environment, children of both age groups give preference to the natural environment, leaving the industrial one the least preferred. The outcomes of this research were used to analyze the development of dialectical thinking (actions of transformation and association) in children of these age groups. As it was revealed, dialectical thinking in children of preschool age is predominantly visual. In primary school children, the visual form is replaced by conceptual and symbolic thinking, although still in an underdeveloped form. The article concludes that the first two years of school education have little influence on the development of dialectical thinking in the part that concerns actions of transformation.

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.

The Iowa Articulation Norms Project and its Nebraska Replication

1990 ◽  
Vol 55 (4) ◽  
pp. 779-798 ◽  
Author(s):  
Ann Bosma Smit ◽  
Linda Hand ◽  
J. Joseph Freilinger ◽  
John E. Bernthal ◽  
Ann Bird
Keyword(s):  
Parental Education ◽  
Speech Sound ◽  
Age Groups ◽  
Preschool Age ◽  
Assessment Instrument ◽  
Speech Sounds ◽  
Phonetic Transcription ◽  
School Based ◽  
Or Groups ◽  
Age Range

The purpose of the Iowa Articulation Norms Project and its Nebraska replication was to provide normative information about speech sound acquisition in these two states. An assessment instrument consisting of photographs and a checklist form for narrow phonetic transcription was administered by school-based speech-language pathologists to stratified samples of children in the age range 3–9 years. The resulting data were not influenced by the demographic variables of population density (rural/urban), SES (based on parental education), or state of residence (Iowa/Nebraska); however, sex of the child exerted a significant influence in some of the preschool age groups. The criteria used to determine acceptability of a production appeared to influence outcomes for some speech sounds. Acquisition curves were plotted for individual phoneme targets or groups of targets. These curves were used to develop recommended ages of acquisition for the tested speech sounds, with recommendations based generally on a 90% level of acquisition. Special considerations were required for the phonemes /n s z/.

The processing of passive sentences in German

2020 ◽  
Vol 11 (2) ◽  
pp. 163-195
Author(s):  
Valentina Cristante ◽  
Sarah Schimke
Keyword(s):  
Eye Tracking ◽  
Primary School ◽  
Language Processing ◽  
Empirical Data ◽  
Age Groups ◽  
Visual World ◽  
German Speaking ◽  
Passive Sentence ◽  
Auxiliary Verb ◽  
Age Range

Abstract This study examines the processing and interpretation of passive sentences in German-speaking seven-year-olds, ten-year-olds, and adults. This structure is often assumed to be particularly difficult to understand, and not yet fully mastered in primary school (Kemp, Bredel, & Reich, 2008), i.e. in children aged between six and eleven. Few studies provide empirical data concerning this age range; it is therefore unknown whether this assumption is warranted. Against this background, we tested whether the three age groups differed in their off-line comprehension of passive sentences. In addition, we employed Visual World eye-tracking to measure processing difficulties that may differ between age groups and may not be reflected in the final interpretations. Previous studies on adult language processing in German and English have documented a preference to interpret sentences according to an agent-first strategy. Our results show that all three groups make use of this strategy, and that all of them are able to revise this interpretation once the first cue indicating a passive sentence is encountered (the auxiliary verb form wurde). We conclude that at least from age seven on, children have the linguistic and cognitive prerequisites to process the passive morphosyntax of German and to revise initial sentence misinterpretations.

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 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 Oral Hygiene Awarness Among The Primary School Childrenin A Rural Areaof Bangladesh

2018 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Farzana Karim
Keyword(s):  
Primary School ◽  
Oral Hygiene ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Cross Sectional ◽  
Once Daily ◽  
Face To Face ◽  
Molar Teeth ◽  
Dental Mirror ◽  
Age Range

Background: Now-a-days dental problem is one of the most common diseases in the world.Proper oral hygiene practicingin a regular basis are great ways to prevention of dental disease.Methodology: This cross sectional study was carried out with a view to assess the oral hygiene awareness among the primary school children of a rural area under Dhaka division of Bangladesh. Data about oral hygiene related knowledge and practices were collected by face to face interview of the children. Oral examination was done by disposable dental mirror and probe under sufficient light. Data were analyzed using SPSS version 16.Results: Among the 114 respondents 53.51% are male and rest are female. Age range of the respondents were 6 to 11 years.Oral hygiene related knowledge: Among the respondents 78.07% told that regularteeth cleaning is important,60.52% respondents told that teeth should be cleaned once daily,62.29% told that teeth should be cleaned by tooth brush and tooth paste,70.17% told that teeth should be cleaned before breakfast. Oral hygienerelated practice: Among 114 respondents 64.04% cleaned their teeth everyday,51.75%used tooth paste and toothbrush to clean their teeth, 38.60%respondents cleaned their teeth in their convenient time. Among the tooth brush users, most of them changed their toothbrush when it was damaged or lost. All the respondents used match stick or coconut leaf stick if food was deposited in between their teeth. Oral hygiene status: Among the respondents 68.32 % had caries in their mouth. About 53.42% caries found in the lower jaw. Caries were more prevalent in molar teeth. About 69.34% respondents had plaque or calculus, 46.54% experienced gingival bleeding.Conclusion: Oral hygiene awareness among the respondents were very low.International Journal of Human and Health Sciences Vol. 01 No. 02 July’17. Page : 79-82

scholarly journals Attention Components and Spelling Accuracy: Which Connections Matter?

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 539
Author(s):  
Lucia Bigozzi ◽  
Chiara Malagoli ◽  
Chiara Pecini ◽  
Sara Pezzica ◽  
Claudio Vezzani ◽  
...  
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Primary School ◽  
Primary School Children ◽  
Cognitive Resources ◽  
Transparent Orthography ◽  
Memory Processes ◽  
Early Primary ◽  
Age Range ◽  
The Impact

Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6–9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention–writing relationship with age.

Sign in / Sign up

Export Citation Format

Share Document