scholarly journals Changing minds at the earliest opportunity

2004 ◽  
Vol 28 (6) ◽  
pp. 213-215 ◽  
Author(s):  
Nisha Shah
Keyword(s):  
Mental Illness ◽  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Primary School Children ◽  
Teaching Staff ◽  
Older Children ◽  
Negative Attitudes ◽  
Mixed Responses ◽  
Lack Of Knowledge

Stigmatising attitudes towards mental illness are reinforced by lack of knowledge, and it would seem logical to tackle this from the earliest possible age. A series of talks about mental illness to primary school children were enthusiastically received by the pupils, and revealed that negative attitudes were already present among the older children. The mixed responses of teaching staff supported the idea that increasing awareness of mental illness may have a place in primary education.

scholarly journals THE USE OF LEGO TECHNOLOGIES IN MATHEMATICS LESSONS IN PRIMARY SCHOOL: A THEORETICAL APPROACH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Lіudmyla Romanenko ◽  
◽  
Natalia Volovenko ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Approaches To Learning ◽  
Later Life ◽  
State Standards ◽  
Primary School Children ◽  
Technology In Teaching ◽  
Comprehensive Development ◽  
New Ideas

The first step in the reform of education in Ukraine at the current stage was the "New Ukrainian School". It is a platform for reforming secondary education, which begins with primary school. The decisive changes in this reform are the need for new approaches to learning, with the help of which competencies will be formed in younger school children through modeling and research actions, and not through theoretical material. It is the integration of knowledge, skills and abilities, as well as methods of thinking, values and other individual qualities, which enables children to achieve success in regular training activities and in their future. State standards for primary education orient teachers towards humanizing the education process and creating conditions for viewing the content of primary education, forms, methods, teaching technologies in order to activate the educational and cognitive activities of applicants for primary education and increase their motivation, contributes to the development of key and subject competencies. The article clarifies the concept of "LEGO-constructor", "LEGO-elements", LEGO-technology and considers the main provisions concerning the application of LEGO-technology in teaching of primary school children. Scientific approaches to the use of LEGO technology in primary education are characterized; the general characteristics of the concept of LEGO technology as a variant of educational technologies, the influence of LEGO technology on the development of younger school children, advantages and directions of application are analyzed. The use of LEGO-technology in mathematics lessons contributes to the comprehensive development of primary school children, the formation of a holistic picture of the world, the development of constructive skills, ideas about spatial relationships, geometric shapes, numbers, arithmetic operations, symmetry and so on. Working with LEGO educational constructors potentiate the younger student to learn many important ideas in the form of a cognitive game and develops the skills of a socially active, creative personality necessary in later life, independently generates new ideas and makes non-standard decisions. The use of LEGO technology in mathematics lessons in primary school is an efficient tool for the formation of key and subject competencies.

scholarly journals Relationship between Primary School Children’s Physical Fitness, Physical Activity and their Parents’ Physical Activity

2020 ◽  
Vol 2 (117) ◽  
Author(s):  
Tomas Vainauskas ◽  
Laurynas Dilys ◽  
Saulius Šukys ◽  
Brigita Miežienė ◽  
Arūnas Emeljanovas ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Primary School ◽  
School Children ◽  
Healthy Lifestyle ◽  
Primary School Children ◽  
Tennis Ball ◽  
Older Children ◽  
Parental Physical Activity ◽  
Children’S Physical Activity

Background. Healthy lifestyle skills instilled in childhood remain into adulthood. Parental physical activity skills are directly related to their children’s physical activity which strengthens their children’s physical fitness. The aim of the study was to determine and evaluate the relationship between parents’ and children’s physical activity and to evaluate the links between children’s physical activity and physical fitness.Methods. The study involved 486 primary school children aged 7 to 10 years (240 boys and 241 girls) and their parents from Kaunas district. The study was conducted in 2018 in Kaunas district schools. Parental physical activity was assessed using Godin Leisure-Time Exercise Questionnaire-GLTEQ (Godin & Shephard, 1985). Physical activity of primary school children was assessed by submitting a questionnaire to parents developed by researchers Bacardi-Gascón, Reveles-Roy, Woodward-Lopez, Crawford, and Jiménez-Cruz (2012). Schoolchildren’s physical fitness was assessed by 9 physical fitness tests (Fjørtoft, Pedersen, Sigmundsson, & Vereijken, 2011).Results. Having assessed the physical activity of children according to WHO (2010) recommendations, we found that the vast majority of the surveyed children (93.6% of boys and 86.3 of girls) were physically active, i.e. they engaged in physical activity for more than 1 hour during the day. Comparing the schoolchildren’s physical fitness by gender we found that boys were more physically fit than girls when performing long jumps, two-legged jumps, throwing a tennis ball, and running for six minutes (p < .05). Comparing the results of schoolchildren’s physical fitness by grades (Table 3), we observed that the older children were, the more physically fit they were. Correlation analysis of the research results showed a statistically significant direct relationship between father’s and mother’s physical activity (r = .487, p = .0001). A significant relationship was found between the results of children’s physical activity and tennis ball throwing (r = .170, p = .018) and the results of 10 * 5m running tests (r = –.150, p = .019). Higher physical activity was directly associated with better scores on these tests.Conclusion. Schoolchildren’s and their parents’ physical activity has no relation with schoolchildren’s physical fitness.Keywords: healthy, lifestyle, physical activity, physical fitness.

Stigmatizing attitudes toward mental illness among primary school children in Kenya

2015 ◽  
Vol 51 (1) ◽  
pp. 73-80 ◽  
Author(s):  
David M. Ndetei ◽  
Victoria Mutiso ◽  
Anika Maraj ◽  
Kelly K. Anderson ◽  
Christine Musyimi ◽  
...  
Keyword(s):  
Mental Illness ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Stigmatizing Attitudes ◽  
Attitudes Toward Mental Illness

scholarly journals CONTINUITY IN SPEECH DEVELOPMENT CHILDREN OF PRESCHOOL AND YOUNG SCHOOL AGE

InterConf ◽  
2021 ◽  
pp. 126-131
Author(s):  
Lutfiya Imatova ◽  
Rohila Nurahmadzoda
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Continuous Process ◽  
Speech Development ◽  
Primary School Children ◽  
School Age ◽  
New Approach ◽  
One Stage

Innovations in preschool and primary education require a new approach and define the essence of the continuous process of transition from one stage to another. The author explores a new approach to the implementation of the principle of continuity and offers theoretical and practical foundations for its implementation in the speech development of preschool and primary school children.

Appraisal of Musical Syntax Violations by Primary School Children

2012 ◽  
Vol 71 (3) ◽  
pp. 161-168 ◽  
Author(s):  
Clara E. James ◽  
Elise Dupuis-Lozeron ◽  
Claude-Alain Hauert
Keyword(s):  
Primary School ◽  
School Children ◽  
Goodness Of Fit ◽  
Musical Training ◽  
Primary School Children ◽  
Developmental Trend ◽  
Older Children ◽  
Tonal Music ◽  
Perceptual Development ◽  
Musical Syntax

In Western tonal music, musical phrases end with an explicit, highly expected, harmonic consequent. Primary school children were exposed to musical stimuli at two levels of complexity: children’s songs and polyphonic piano pieces. The endings (cadences) of all stimuli were either congruous or contained subtle or marked syntax violations, resulting in three levels of syntactic congruity. The children rated the endings of musical stimuli with respect to goodness of fit by drawing a crossbar through a continuous line stretching between a happy and a sad icon. All children, independent of age, rated the three levels of syntactic congruity hierarchically, for both levels of complexity. Compared to younger children, older children gave more extreme positive and negative ratings to congruous and markedly incongruous endings, respectively, but no developmental trend was found for the intermediate ratings of subtly incongruous endings. We conclude that, as a consequence of mere exposure, implicit learning of musical syntax manifests already in 6-year-old children and develops progressively with age. Moreover, we found indications of modulation of this perceptual development by musical training, an effect reminiscent of the interaction between long-term spontaneous developmental processes and deliberate learning in general cognitive functioning.

Age and Sex Differences in Fundamental Movement Skills Among a Cohort of Irish School Children

2018 ◽  
Vol 6 (1) ◽  
pp. 81-100 ◽  
Author(s):  
Lisa E. Bolger ◽  
Linda A. Bolger ◽  
Cian O’ Neill ◽  
Edward Coughlan ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Sex Differences ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Primary Schools ◽  
Primary School Children ◽  
Older Children ◽  
Object Control ◽  
Control Score ◽  
Age And Sex

The purpose of this study was to assess the fundamental movement skill (FMS) proficiency of Irish primary school children relative to age and sex. Data collected were baseline measures forProject Spraoi, a physical activity (PA) and nutrition-based intervention. Participants (N = 203) were senior infant (n = 102,Mage: 6.0 ± 0.4 years) and fourth class (n = 101,Mage: 9.9 ± 0.4 years) children from three primary schools in the south of Ireland. FMS testing was conducted using the Test of Gross Motor Development-2 (TGMD-2), assessing six locomotor and six object-control skills. Analysis of variance (ANOVA) was used to assess age and sex related differences in FMS proficiency. Older children scored significantly higher than younger children in both locomotor (p < .05) and object-control score (p < .05). Boys scored significantly higher than girls in object-control score (p < .05), while girls scored significantly higher in locomotor score (p < .05). FMS levels among Irish primary school children are similar to children worldwide, with age and sex differences evident. Early interventions, aimed at improving FMS, are warranted among Irish primary school aged children as greater proficiency is related to greater PA participation and numerous health benefits.

scholarly journals Factors influencing wellbeing in young people during COVID-19: A survey with 6291 young people in Wales

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260640
Author(s):  
Michaela James ◽  
Hope Jones ◽  
Amana Baig ◽  
Emily Marchant ◽  
Tegan Waites ◽  
...  
Keyword(s):  
Young People ◽  
Secondary School ◽  
Primary School ◽  
School Children ◽  
Online Survey ◽  
Primary School Children ◽  
Older Children ◽  
Asian Ethnicity ◽  
The World ◽  
Mixed Ethnicity

COVID-19 infection and the resultant restrictions has impacted all aspects of life across the world. This study explores factors that promote or support wellbeing for young people during the pandemic, how they differ by age, using a self-reported online survey with those aged 8–25 in Wales between September 2020 and February 2021. Open-ended responses were analysed via thematic analysis to provide further context. A total of 6,291 responses were obtained from 81 education settings across Wales (including primary and secondary schools as well as sixth form, colleges and universities). Wellbeing was highest in primary school children and boys and lowest in those who were at secondary school children, who were girls and, those who preferred not to give a gender. Among primary school children, higher wellbeing was seen for those who played with lots of others (rather than alone), were of Asian ethnicity (OR 2.17, 95% CI: 1.26 to 4.3), had a safe play area (OR: 2.4, 95% CI: 1.67 to 2.56) and had more sleep. To support their wellbeing young people reported they would like to be able to play with their friends more. Among secondary school children those who were of mixed ethnicity reported lower wellbeing (OR: 5.14, 95% CI: 1.68 to 15.79). To support their wellbeing they reported they would like more support with mental health (due to anxiety and pressure to achieve when learning online). This study found self-reported wellbeing differed by gender, ethnicity and deprivation and found younger children report the need for play and to see friends to support wellbeing but older children/young people wanted more support with anxiety and educational pressures.

scholarly journals Development of Geographical Concept Test (GCT) for preschool and primary school childrenOkul öncesi ve ilkokul çocuklarına uygun Coğrafi Kavramlar Testi (CKT) geliştirilmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 5500
Author(s):  
Sultan Baysan ◽  
Selcen Aydoğan
Keyword(s):  
Solar System ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Energy Sources ◽  
Measurement Tool ◽  
Teaching Staff ◽  
Test Results ◽  
Reliable Measurement

The aim of this study is to develop a valid and reliable measurement tool of ‘geographical concept test’ for pre and primary school. In order to achieve the objectives, program goals of preschool and primary education 1st to 4th grade have been identified. Then, 51 articles consisting the concepts of the Solar System, Earth's movements, Turkey and other countries, landforms, climate and vegetation, fluvial issues, soil, natural disasters, population and settlement, energy sources were prepared. Following the preparation of the questions, an expert opinion was taken from a total number of 8 teaching staff. After the necessary arrangements ‘Geographical Concept Test’ (GCT), was applied to a number of 743 children of pre and primary schools. The reliability coefficient of the test results (KR 20) was found to be .71 for preschool, .85 for the 1st, .73 for the 2nd, .72 for the 3rd and .70 for the 4th of primary school. ÖzetBu çalışmanın amacı, test geliştirme basamaklarını dikkate alarak okul öncesi çocuklar ve ilkokul 1, 2, 3 ve 4. sınıf öğrencilerinin coğrafi kavramlara ilişkin kazanımlarını ortaya koyan geçerli ve güvenilir bir ölçüm aracı geliştirmektir. Bu amaç doğrultusunda araştırmacılar tarafından öncelikle okul öncesi, ilkokul 1, 2, 3 ve 4. sınıf eğitim programındaki kazanımlar tespit edilmiştir. Daha sonra, bu kazanımları ölçmeye yönelik olarak Güneş Sistemi ve Dünya, Dünya’nın hareketleri, Türkiye ve diğer ülkeler, yerşekilleri, iklim ve bitki örtüsü, su-toprak, doğal afetler, nüfus ve yerleşme ile enerji kaynaklarına ilişkin 51 madde hazırlanmıştır. Soruların hazırlanmasının ardından 8 öğretim elemanından uzman görüşü alınmıştır. Pilot çalışmalar sonrası gerekli düzenlemeler yapılarak 26 soruluk Coğrafi Kavramlar Testi (CKT) okul öncesi çocukları ve ilkokul 1, 2, 3 ve 4. sınıf seviyelerini bitirmek üzere olan toplam 743 öğrenciye uygulanmıştır. Testin (KR 20) değerleri okul öncesi için .71, ilkokul 1. sınıf için .85, 2. sınıf için .73, 3. sınıf için .72 ve 4. sınıf için ise .70 olarak hesaplanmıştır.

scholarly journals The use of practice-oriented methods of forming the social activity of primary school children in the practice of primary education

2021 ◽  
Vol 113 ◽  
pp. 00090
Author(s):  
V.V. Sharlay
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Social Activity ◽  
Self Esteem ◽  
Value Orientations ◽  
Primary School Children ◽  
The Social ◽  
Age Appropriate ◽  
Personal Qualities

The article presents the problem of forming social activity of the Primary school children, the structural components of social activity of the Primary school children: the system needs and aspirations; system of public and personal motives; value orientations and attitudes; self esteem and socially valuable personal qualities of the personality. Developed the content, forms and methods of the gradual formation of social activity with age-appropriate рrimary school children, the training of teachers of primary education by supporting social activity of the primary school children in each of the stages.

scholarly journals Factors influencing wellbeing in young people during COVID-19.

2021 ◽  
Author(s):  
Michaela James ◽  
Hope Jones ◽  
Amana Baig ◽  
Emily Marchant ◽  
Tegan Waites ◽  
...  
Keyword(s):  
Young People ◽  
Secondary School ◽  
Primary School ◽  
School Children ◽  
Online Survey ◽  
Primary School Children ◽  
Older Children ◽  
Asian Ethnicity ◽  
Safe Area ◽  
Mixed Ethnicity

COVID-19 infection and the resultant restrictions has impacted all aspects of life across the world. This study explores factors that promote or support wellbeing for young people during the pandemic, how they differ by age, using a self-reported online survey with those aged 8 - 25 in Wales between September 2020 and February 2021. Open-ended responses were analysed via thematic analysis to provide further context. A total of 6,291 responses were obtained from 81 education settings across Wales (including primary and secondary schools as well as sixth form, colleges and universities). Wellbeing was highest in primary school children and boys and lowest in those who were at secondary school children, who were girls and, those who preferred not to give a gender. Among primary school children, higher wellbeing was seen for those who played with others (rather than alone), were of Asian ethnicity (OR 2.3, 95% CI: 1.26 to 4.3), lived in a safe area (OR: 2.0, 95% CI: 1.67 to 2.5) and had more sleep. To support their wellbeing young people reported they would like to be able to play with their friends more. Among secondary school children those who were of mixed ethnicity reported lower wellbeing (OR: 5.10, 95% CI: 1.70 to 15.80). To support their wellbeing they reported they would like more support with mental health (due to anxiety and pressure to achieve when learning online). This study found self-reported wellbeing differed by gender, ethnicity and deprivation and found younger children report the need for play and to see friends to support wellbeing but older children/young people wanted more support with anxiety and educational pressures.

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