scholarly journals Pronunciation simplification strategies in child language. Experimental study

2017 ◽  
pp. 46-72
Author(s):  
Eglė Krivickaitė
Keyword(s):  
Primary School ◽  
Preschool Age ◽  
School Age Children ◽  
Consonant Clusters ◽  
School Age ◽  
Older Children ◽  
Word Repetition ◽  
Preschool Age Children ◽  
Primary School Age ◽  
Repetition Task

The aim of this study is to determine the strategies of pronunciation simplification. The sample of the study consisted of 288 Lithuanian children: 96 preschool age children (4;00–4;11), 95 pre-primary school age children (6;00–6;11) and 97 junior primary school age children (8;00–8;11). The data were collected using a non-word repetition task in Lithuanian.The results of the research have shown that Lithuanian children apply universal strategies of pronunciation simplification, mostly substitution and omission; other strategies such as consonant assimilation, metathesis, sound migration to another syllable and sound addition were much less frequent. Also the results show that children possibly apply associations with real Lithuanian words or their derivational forms.The research has demonstrated that the ability to repeat different structure words is related to the rules of Lithuanian phonotactics. Consonant clusters which are typical of Lithuanian words were pronounced accurately, whereas clusters which are rare in Lithuanian words were simplified in their pronunciation. Age was an important factor in the present study: older children repeated non-words more accurately. Older children have a larger lexicon and eventually develop it further; they learn new consonant clusters, which they are capable to pronounce more accurately.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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 Overcoming the Fear of Water at the Initial Stage of Learning to Swim

2017 ◽  
pp. 66-71
Author(s):  
Olga Obrazhey
Keyword(s):  
Primary School ◽  
Summer Camp ◽  
Psychological Impact ◽  
Open Water ◽  
Physical Symptoms ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Initial Stage ◽  
Primary School Age

The article deals with the fear of children of primary school age to open water, which appears at the initial stage of teaching swimming and is a serious obstacle to mastering the skills of swimming. Analysis of the scientific researches indicate a lack of reasonable methods of overcoming fears associated with the water during swimming training and scientific methodological developments in the prevention and overcoming fears associated with water, which leads to certain problems and violations of logical consistency in teaching swimming. The following empirical methods as questionnaires, interviews, pedagogical observations are used. The article presents the results of a study of this problem, especially: the results of the survey of primary school children who arrived at the base of the summer camp «Lastochka» in Skadovsk of Kherson region in 2016 during the month of June as well as conversations and observations with them that took place in real conditions of training swimming. This study provided the opportunity to determine the origin of fear causes of primary school age children, to reveal the reasons and statistics of accidents at open water, to identify factors fear of open water of primary school age children. The article indicates signs of the most important physical symptoms associated with the fear of open water. Methodical recommendations developed to overcome fears at the initial stage of swimming lessons in open water based on the principles of psychological impact on the minds of everyone as well as the use of innovative techniques while swimming. Methodical recommendations focus on the preparation and organization of lessons with children of primary school age, with the problem of fear of open water. They aim to overcome fear and to achieve the main goals of the swimming lessons in the summer camp to teach swimming every child.

scholarly journals INDIVIDUAL TYPICAL FEATURES OF MICROCIRCULATION OF PRIMARY SCHOOL AGE CHILDREN

2013 ◽  
Vol 0 (1(7)) ◽  
Author(s):  
I. P. Anosov ◽  
O. V. Timoshenko ◽  
O. A. Zolotuhin ◽  
V. E. Medved ◽  
A. A. Slepkan ◽  
...  
Keyword(s):  
Primary School ◽  
School Age Children ◽  
School Age ◽  
Primary School Age

Entertaining mathematics presented by steam educational approach in teaching preschool and primary school age children

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Vanya Ivanova ◽  
◽  
◽  
Keyword(s):  
Primary School ◽  
Educational Technologies ◽  
School Age Children ◽  
Mathematical Activity ◽  
School Age ◽  
Motivation To Learn ◽  
Educational Approach ◽  
The Subject ◽  
Primary School Age ◽  
Interest And Motivation

The subject of this article is to clarify the connection between entertainment in Math lessons and educational STEAM technologies, which have the potential to motivate and stimulate the interest of preschool and primary school age in Math and their cognitive logical - mathematical activity. The article discusses the STEAM approach in its essence and teaching Maths using this method. The article also presents some educational technologies in fun Math, which allow children to discover for themselves through the methods of experimentation, exploration and experience, and this acquired independence leads children to an increased interest and motivation to learn.

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