Once upon a time: A school positive narrative intervention for promoting well-being and creativity in elementary school children.

2020 ◽  
Author(s):  
Chiara Ruini ◽  
Elisa Albieri ◽  
Fedra Ottolini ◽  
Francesca Vescovelli
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Well Being ◽  
Narrative Intervention

scholarly journals Implicit notions of a happy person in elementary school students

2021 ◽  
Vol 122 ◽  
pp. 04005
Author(s):  
Aleksandra Vladimirovna Komarova ◽  
Tatyana Viktorovna Slotina ◽  
Valery L. Sitnikov ◽  
Elena Fedorovna Yashchenko ◽  
Konstantin Pavlovich Zakharov
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Children ◽  
Elementary School Children ◽  
Social Role ◽  
Well Being ◽  
School Students ◽  
Intellectual Activity ◽  
Self Image ◽  
Happy Person

The article is devoted to the substantiation and results of a study of implicit notions of a happy person in elementary school students. The methodological foundation is constructed by D.A. Leontiev’s two-level model of happiness, K. Riff’s concept of happiness as the basis of psychological well-being, and V.L. Sitnikov’s concept of the image of a person. The deployed research method is “SPI(H) — the Structure of a Person’s Image (Hierarchical)” (V.Sitnikov) including the verbal and non-verbal associative experiment with the subsequent content analysis. The novelty of the study lies in the comparison of the image of a happy person and self-image through the psychosemantic method including a comparative analysis of the notions of a happy person in children from complete and incomplete families. A happy person is associated by elementary school children with an emotionally positive attitude towards life, a responsible and caring attitude towards people, the presence of a family and active interaction with it, less often with success in educational and intellectual activity and material well-being, as well as the presence of friends. A happy person is idealized by younger students, however, their image is more abstract compared to children’s self-images. Elementary school students from complete families are characterized by greater conformity of the self-image with the image of a happy person whereas only half of the children from incomplete families show such correspondence. The predominant modality of both images is positive in all children. Social, bodily, and metaphorical characteristics are more common in the image of a happy person among children from incomplete families while the conventional social role characteristics dominate among children from complete families. The prospects for further study of the image of a happy person in elementary school children within the framework of family psychology are outlined.

scholarly journals Project IPAL: Enhancing the Well-Being of Elementary School Children

2017 ◽  
Vol 109 (1) ◽  
pp. 54-56
Author(s):  
HollyS. Kihm ◽  
Amanda Staiano ◽  
Patricia Sandoval
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Well Being

scholarly journals Impact of Daylight Exposure on Sleep Time and Quality of Elementary School Children

1970 ◽  
Vol 2 (2) ◽  
pp. 10-17
Author(s):  
M. Boubekri ◽  
J. Lee ◽  
K. Bub ◽  
K. Curry
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Well Being ◽  
Sleep Time ◽  
Data Logging ◽  
Light Levels ◽  
Rural And Urban ◽  
The One ◽  
Daylight Exposure

The purpose of this study was to examine how daylight exposure affects the health and well-being of elementary school children. Sleep actigraphy data were the main dependent variables in this study. Independent variables were total light and daylight levels elementary school children were exposed to inside their classrooms as well as outside. Participants were composed of elementary school children (46% female, mean age = 7.27 years, ~33% African American) attending a rural and urban schools in the mid-west, each set of children divided into groups according to classroom orientation. Eighty participants in total wore light-sensor equipped actiwatches for one-week to measure sleep quality and exposure to ambient light levels. To assess light levels students were exposed to beyond the one-week of actigraphy measurements, data logging light meters were placed in various locations within the classrooms for an entire semester. Our results seem to indicate that studying in daylit classroom spaces would lead to higher sleep time and quality compared to those who receive little or no daylight. We measured differences as large as 36 minutes. We recommend, therefore, that classroom design need to pay attention to the daily daylight exposures elementary school children are receiving.

scholarly journals Diagnostics of Psychological Well-Being of Primary School Children in Full-Time and Family Education

2020 ◽  
Vol 12 (4) ◽  
pp. 52-65
Author(s):  
D.V. Lubovsky ◽  
N.S. Milova
Keyword(s):  
Elementary School ◽  
Primary School ◽  
School Children ◽  
Elementary School Children ◽  
Well Being ◽  
Russian Language ◽  
Primary School Children ◽  
Family Education ◽  
Full Time ◽  
Psychological Well Being

The study is focused on the comparative assessment of elementary school children psychological well-being in the context of traditional school education and homeschooling. The hypothesis of the study was the assumption about the relationship between the level of psychological well-being and the form of education of elementary school children. In a study involving 60 schoolchildren aged 8-9 years (30 – in the homeschooling, 30 – in the school of education) and their parents, the Russian-language version of the “Scale of psychological well-being of children (PWB-c)” for children aged 8-9 years was used; the Dembo–Rubinstein self-esteem study method in the modification of A.V. Prikhozhan, a projective drawing “My family” and a survey of parents of primary school children on the author's questionnaire. The study showed no significant differences between the two groups on all scales of the PWB-c questionnaire. Satisfactory internal consistency of the questionnaire was shown (Cronbach's alpha=0.775). Data on the family drawing, the Dembo–Rubinstein method and the questionnaire for parents show that in families where children are taught at home, family relationships are perceived by children as more favorable and the level of claims of children is more adequate. Parents of children in family education are more focused on finding happiness for their child; parents of children in school are more focused on the academic success of their children. Authors showed prospects of further research of psychological well-being of elementary school children in the conditions of various forms of education. Ways to refine the PWB-c questionnaire and validate it are outlined.

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