Using Visual Art Works As a Means for Improving Primary School Students’ Skills to Connected Speech

2015 ◽  
Vol 3 (3) ◽  
pp. 3-9
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Speech Development ◽  
Primary School Students ◽  
Connected Speech ◽  
School Students ◽  
Art Works

Features related to works of visual art use as a tool for junior schoolchildren’ live figurative and coherent speech development are revealed in this paper. Examples of lessons on which subjects related to painting of various genres (landscapes, portraits, still-lives, etc.) become a basis for creation of children´s stories (descriptions, narrations, reasoning) are given.

Using Visual Art Works As a Means for Improving Primary School Students’ Skills to Connected Speech

10.12737/7835 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Visual Art ◽  
First Graders ◽  
Primary School Students ◽  
School Life ◽  
Connected Speech ◽  
School Students ◽  
Art Works ◽  
Psychological Features

The article discusses problems of a child’s adaptation to school life and psychological features of first graders. teachersare advised on formingthe sustained cognitive interestin 7-year old children, developing the motivation to study, and creatingthe conditions for positive emotional attitude to school.

scholarly journals DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN 1ST GRADE STUDENTS BY MEANS OF EDUCATIONAL GAME

2020 ◽  
pp. 133-137
Author(s):  
Maria Ivasyuk
Keyword(s):  
Primary School ◽  
Communicative Competence ◽  
Educational Games ◽  
First Grade ◽  
Individual Characteristics ◽  
Speech Development ◽  
Educational Process ◽  
Educational Game ◽  
Primary School Students ◽  
School Students

In the article the problem of peculiarities of formation of communicative competence of first grade students with the help of educational games is analyzed. The initial level of formation of communication skills and abilities of schoolchildren is experimentally researched. The difference between the concepts of «communicative competence» and «language competence» is determined. The peculiarities are analyzed and the main ways of using games in the educationalprocess for developing primary school students’ communicative competence are determined.The influence of educational games on the level of formation of communicative competence is characterized. It is noted that communicative competence affects not only mastering the required amount of language and speech knowledge, but also the process of forming primary school students’ skills of practical use of language in speech and reflects their skills of communicating with others and ability to choose communication strategies and apply a set of relevant skills. The process of formation of communicative competence of 1st grade students involves mastering the skills and abilities of using means of verbal and nonverbal speech; development of dialogic and monologue speech; mastering the culture of oral and written speech and development of skills to navigate in a variety of communicative situations.It has been proved that educational games, because of repeated perception and reproduction of the material, provide strong memorization of lexical units and grammatical structures and influence motivated transfer and use in new gamequalities necessary for establishing contacts with peers.The pedagogical requirements for the use of didactic games during morning meetings and lessons in primary school are determined. In particular, it has been researched that games must correspond to age, individual characteristics and special educational and, in particular, language abilities; the form and content of the game must be substantiated pedagogically and didactically; it is obligatory to involve as many children as possible in the game and to use games in order to develop all kinds of speech activities.The article describes the author’s own pedagogical experience and provides guidelines for the use of educational games in the primary school educational process.

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.

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