scholarly journals The Textbook “Rita, Raitis and Numbers” by J. Mencis (Sen.) and D. Draviņa for the Pre-school Learners

Pedagogika ◽  
2015 ◽  
Vol 120 (4) ◽  
pp. 169-179
Author(s):  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Sandra Zariņa
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
Detailed Analysis ◽  
School Children ◽  
Research Problem ◽  
Primary School Children ◽  
School Subject ◽  
Main Research ◽  
Teaching Math

The article presents the analyses of the textbook for the primary school children in math “Rita, Raitis and numbers” designed by J. Mencis (Sen.) and D. Draviņa who emphasize the importance of developing basic math notions for the primary school children as seen in the context of sustainable education. This is essential to recognize the importance of teaching basics that need to be developed at the primary stage of education in preparing children for school. The aim of the study is to offer a detailed study of methods offered by J. Mencis (Sen.) and D. Draviņa for pre-school children and its applicability nowadays. The authors offer suggestions about the most efficient approaches in teaching math for the primary school children. The book designed in 90’s is still efficient today. Therefore, the authors present a detailed analysis of the methods and contents of the school subject suggested by the scientist J. Mencis for the contemporary purposes in preparing children for schools. The authors have used a content analysis to study how the interests and the needs of girls and boys are being met in stories, revealed in the content of exercises and in the choice of hand-outs. Particular attention in this study has been paid to a representation of the role of family in preparing children for school, as well as to a gender dimension in the textbook. The main research problem is to reveal the suitability of the textbook for the purposes of a contemporary pupil. The aim of the study is to prove that the contribution of J. Mencis (Sen.) and D. Draviņa in teaching math is of national value and how it corresponds to the criteria of a contemporary textbook. The objectives of the study is to 1) explore gender portrayal in the book, 2) its suitability of us by the families in training the child for the schools, as well as 3) the plot of the textbook and it’s suitability for children. The book has been used by several generations of teachers, it corresponds to the criteria required for the contemporary textbook in math, and can serve as bases for further use.

scholarly journals The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

2020 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Marije Stolte ◽  
Trinidad García ◽  
Johannes E. H. Van Luit ◽  
Bob Oranje ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Mathematical Creativity ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Starting Model ◽  
General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

scholarly journals Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Hannah Broadbent ◽  
Tamsin Osborne ◽  
Natasha Kirkham ◽  
Denis Mareschal
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Haptic Cues ◽  
Categorical Learning

scholarly journals Role of Preschool and Primary School Children in Epidemics of Influenza A in a Local Community in Japan during Two Consecutive Seasons with A(H3N2) as a Predominant Subtype

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125642 ◽  
Author(s):  
Satoshi Mimura ◽  
Taro Kamigaki ◽  
Yoshihiro Takahashi ◽  
Takamichi Umenai ◽  
Mataka Kudou ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Influenza A ◽  
Local Community ◽  
Primary School Children ◽  
Predominant Subtype

scholarly journals The Role of Persian Reading Text Books of the First to the Third Primary School in Presenting Religious Doctrines in Iran

2016 ◽  
Author(s):  
Maryam Jalali
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Elementary Grades ◽  
Religious Literature ◽  
The Third ◽  
The World ◽  
Reading Text ◽  
Transmission Of Values

Transmission of values and religious concepts to children is one of the most important issues in the third millennium and it has drawn varied and different views among experts and scholars in the world. Research specialized in religious literature for children and adolescents create new capacities in the presentation of religious concepts to the group. Plans have been considered to transfer values and religious concepts in the curricula of primary school children in the group in Iran. It is one of the topics that the authors note to the introduction of the minutiae of religion in the first three elementary grades. In this study, the collection and analysis methods providing content related to the minutiae of religion in reading books the first till third sections of the years 2013-2015. In addition, the plan includes aspects of other branches of religion in these books on information collected from text books that collected and classified. The result is that "definitely good and forbidding the evil" and "prayer" have the highest frequency of applications in the selected books. Further branches made of branches of religion in these books, represents the values of religious, moral and social as well.

scholarly journals Development of intellectual and creative abilities as a pedagogical phenomenon

2021 ◽  
Vol 18 (4) ◽  
pp. 115-128
Author(s):  
Yuliana Y. Yumashina
Keyword(s):  
Primary School ◽  
School Children ◽  
Divergent Thinking ◽  
Research Problem ◽  
Speech Disorders ◽  
Primary School Children ◽  
Creative Development ◽  
Study Objective ◽  
Main Components ◽  
Objective Indicators

The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.

scholarly journals Chronic bullying victimization across school transitions: The role of genetic and environmental influences

2013 ◽  
Vol 25 (2) ◽  
pp. 333-346 ◽  
Author(s):  
Lucy Bowes ◽  
Barbara Maughan ◽  
Harriet Ball ◽  
Sania Shakoor ◽  
Isabelle Ouellet-Morin ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Children ◽  
Mental Health Problems ◽  
Longitudinal Design ◽  
Primary School Children ◽  
Bullying Victimization ◽  
Family Risk Factors ◽  
Increased Risk

AbstractWe investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers' and children's reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children's early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims' behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization.

THE INTEGRATION OF THE ELEMENTS OF BIONICS INTO LEARNING CONTENT OF NATURE STUDIES IN PRIMARY SCHOOL

2016 ◽  
pp. 7
Author(s):  
Janis Dzerviniks ◽  
Alise Ārgule
Keyword(s):  
Primary School ◽  
School Children ◽  
Learning Process ◽  
Primary School Children ◽  
Primary School Teachers ◽  
Nature Study ◽  
Learning Content ◽  
Cognitive Action ◽  
Nature Studies

The problem of the research: there is rather small proportion of pupils with high nature studies results in Latvia, and it continues to decrease. That is evaluated as a negative factor of national economy future development. The aim of the research: to research connection between elements of bionics and learning content of primary school, and to analyze its significance for nature studies learning process improvement and facilitation of primary school children cognitive action. To achieve the aim of the research, the authors researched the learning content of the nature studies and the role of bionics in improvement of primary school nature study learning process. Authors was clarified the opinion of the primary school teachers about the integration of the elements of bionics into nature studies learning process for facilitation of primary school children cognitive action.

Sign in / Sign up

Export Citation Format

Share Document