THE ESSENCE OF MENTAL TRAINING AND OPPORTUNITIES FOR ITS USE IN THE VIOLIN TEACHING AND LEARNING PROCESS OF PUPILS IN PRIMARY SCHOOL EDUCATION

2015 ◽  
pp. 70
Author(s):  
Fiona Mērija Vilnīte ◽  
Māra Marnauza
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Training Transfer ◽  
Musical Instrument ◽  
School Age ◽  
Mental Training ◽  
Age Related ◽  
The One ◽  
Primary School Age

The subject of mental training has gained a great deal of attention in the field of sports psychology and various authors have shown that many of the components of mental training transfer successfully to a musical setting (Green, Gallwey, 2012). Yet the explanations for its success, why this may depend on certain conditions and whether there are special considerations for musicians, have remained relatively obscure (Johnson, 2003). Additionally, mental training is more frequently used in both sports and music with already-trained practitioners; the few studies that explore the components of mental training with children are currently in the field of sport (e.g. Orlick, McCaffrey, 1991; Julien, 2002; Li-Wei et al, 1992) and therefore do not address the specifics of learning a musical instrument. The aim of this paper is to investigate the premise of mental training and to assess opportunities for its use in the one-to-one violin teaching and learning process of primary school-aged pupils. The applied methods: Analysis of the scientific literature on mental training, its connections to literature in neuroscience and primary school age-related studies; teaching observations. Relevant conclusions: Children from a young age have mental imagery abilities and there are opportunities for the use of mental training in the violin teaching and learning process of pupils in the primary school age group. A synthesis of the literature on mental training, neuroscience and empirical teaching observations suggests that for mental training to be most beneficial, it should be introduced consciously and purposefully within the teaching and learning process.

How to Promote Inter-Ethnic Accord at Schools with Mixed Ethnic Composition of Students

10.12737/5974 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 10-14
Author(s):  
Белянкова ◽  
N. Belyankova
Keyword(s):  
Primary School ◽  
Effective Interaction ◽  
Ethnic Composition ◽  
School Age Children ◽  
Educational Institutions ◽  
School Age ◽  
Interethnic Relations ◽  
Methodological Approaches ◽  
The One ◽  
Primary School Age

The paper proposes methodological approaches for instilling the culture of interethnic relations in preschool- and primary school-age children, for establishing interethnic harmony and consent in a group of the same-age pupils of different nationalities. Also discussed are issues on how to maintain effective interaction between kindergarten and the primary school on the one hand, and the parents community on the other hand. Examples of practical activities of various educational institutions are provided.

scholarly journals Using the Web for Science in the Classroom: Online Citizen Science Participation in Teaching and Learning

2019 ◽  
Author(s):  
Cathal Doyle ◽  
Rodreck David ◽  
Jane Li ◽  
Markus Luczak-Roesch ◽  
Dayle Anderson ◽  
...  
Keyword(s):  
Primary School ◽  
Citizen Science ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
School Science ◽  
School Age Children ◽  
School Age ◽  
Primary School Science ◽  
Primary School Age ◽  
The Impact

Introduction: Citizen involvement in scientific projects has become a means of encouraging curiosity and greater understanding of science whilst providing an unprecedented engagement between professional scientists and the general public. In this paper we specifically focus on the impact of online citizen science (OCS) participation in the science education of primary school age children in New Zealand. Methods: We use four exploratory cases within a broader research project to examine the nature and impact of embedding OCS projects that use web-based online crowdsourcing and collaboration tools within classroom environments of primary school science learners.Results & Discussion: Our findings provide insights into primary school teachers’ perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness and capabilities in primary school age children. We also notice that successfully embedding OCS projects in education is affected by the project context, how the results are disseminated, and inclusivity in socio-cultural aspects.....................................................................................................................................................................This paper is a preprint of a paper accepted at the 11th ACM Conference on Web Science 2019 (https://websci19.webscience.org/).

scholarly journals Age differences in aggression in Bulgarian primary school age children

2019 ◽  
Vol 12 (2) ◽  
pp. 232-240
Author(s):  
Iva Ivanova Koprinkova-Ilieva
Keyword(s):  
Primary School ◽  
Age Differences ◽  
Age Groups ◽  
Total Sample ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
The Status ◽  
The Mean ◽  
Primary School Age

In order to study the age differences of the status of aggression from the beginning to the end of the primary school age, 244 typically developing Bulgarian children were examined with the adapted for Bulgarian population questionnaire for measurement of aggression and depression in primary school age children. The total sample was divided into 2 age groups: first graders’ group (6-8 years, Mean age = 6.99, SD = 0.189; N = 82; 42 girls) and fourth graders’ group (9-11 years; Mean age = 10.23, SD = 0.450; N = 162; 79 girls). It was suggested that age-related differences in aggression status were present in the age range considered. It was also assumed that there were some gender differences in the participants’ aggressive status. The results did not reveal any statistically significant differences between the two age groups in the mean aggression scores, suggesting no essential aggression change in this age period. As regards to the effect of the participant’s gender, some statistically significant differences between the age subgroups in the mean aggression scores were found, with the boys demonstrated higher aggression than girls, suggesting that the subjects’ sex was a factor with significant effect on the level of aggression in this age period.

scholarly journals HELPING A CHILD TO BECOME A SUCCESSFUL LEARNER

2020 ◽  
pp. 163-171
Keyword(s):  
Primary School ◽  
Present Article ◽  
Learning Process ◽  
Cognitive Strategies ◽  
School Age ◽  
Conscious Thought ◽  
Thinking Process ◽  
Primary School Age ◽  
Self Learning

The present article discusses the ways for improving the quality and effectiveness of the process of teaching children of primary school age. In particular, aspects such as the development of cognitive and meta-cognitive strategies for the development of conscious understanding of self-learning process. The development of a meta-language and a conscious thought (thinking) process to analyze self-learning process are considered. Some examples provided in this article are taken from the Kid’s English to illustrate the development of cognitive and meta-cognitive strategies in primary school.

APPLICATION OF THE COMPETENCE APPROACH IN EDUCATION – METHODS, APPROACHES, ORGANIZATIONAL FORMS, METHODOLOGICAL SOLUTIONS

2020 ◽  
Vol 11 (1) ◽  
pp. 67-71
Author(s):  
Krasimira Dimitrova ◽  
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Organizational Forms ◽  
School Age ◽  
Educational Structure ◽  
Complex Process ◽  
The Creation ◽  
Classroom Lesson ◽  
Primary School Age ◽  
Education Field

The application of the competence approach in the education field is a complex process that requires the creation and testing in practice a number of methodological solutions. The change from a knowledgereproducing learning process to competence-oriented one must be realized at all levels of the educational structure. Even in their preparation, future teachers must get acquainted with the modern achievements of pedagogy and be ready to apply in practice a variety of organizational forms other than classroom-lesson. The article presents methods, approaches, forms that facilitate the application of the competence approach in the education of children and students of preschool and primary school age.

scholarly journals Features of the internal picture of the defect in children with severe speech impairment

2019 ◽  
pp. 189-192
Author(s):  
Ul’yana Yu. Sevastyanova
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Age ◽  
Speech Impairments ◽  
Speech Impairment ◽  
Cognitive Components ◽  
Self Image ◽  
Age Related ◽  
Primary School Age

The article presents the structure of the internal picture of the defect in children with severe speech impairments of preschool and primary school age. A theoretical and empirical study was carried out, on the basis of which the features of the internal picture of the defect in children with severe speech impairments were identified. Age-related differences in the physical, emotional, motivational, cognitive components of the internal picture of the defect in children with severe speech impairments are shown. The specifics of the level and assessment of self-image are described depending on the structure of the defect and the age of children with severe speech impairments. Based on the study, the author concludes that the internal picture of the defect is related to the structure of the defect.

scholarly journals Peculiarities of personality formation and creative education of children through folk dance

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 582-592
Author(s):  
Nina A. Oparina ◽  
Ulyana V. Nedelnitsyna ◽  
Irina D. Levina ◽  
Olga V. Maltseva ◽  
Maria G. Kaitandjyan
Keyword(s):  
Primary School ◽  
Folk Art ◽  
Educational Process ◽  
Self Control ◽  
School Age ◽  
Folk Dance ◽  
Cultural Traditions ◽  
Creative Education ◽  
The One ◽  
Primary School Age

The article emphasizes that today the priority is given to the spiritual, moral and creative education of children of primary school age. The process of forming a highly moral personality occurs, on the one hand, in the process of family upbringing, on the other, in the course of the educational process. Cultural traditions and folk art contribute to the formation and development of personality. Folk dance, being an important choreographic direction, is one of the means that support socio-cultural traditions and folk art in society. Folk dance as a means of personality formation and creative education of children performs a number of specific functions: aesthetic, ethnocultural, self-control, self-education, self-organization, self-esteem, physical activity. These functions contribute to the development of the creative abilities of the personality of children of primary school age; arouse interest in the specifics of folk culture; provide an opportunity for a constructive release of energy; satisfy the personal needs of children for a holiday, a show, a game.

scholarly journals Comparative Overview of Coordination Abilities Development in Primary School Boys

2015 ◽  
pp. 25-31
Author(s):  
С. В. Жицкий
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
Research Methods ◽  
Mathematical Statistics ◽  
Static Balance ◽  
School Age ◽  
Age Related ◽  
Primary School Pupils ◽  
Primary School Age

The research objective is to analyze coordination abilities development in primary school pupils. Research methods: theoretical analysis and collation of scientific and methodological literature, pedagogical testing of coordination abilities, methods of mathematical statistics. The total number of pupils involved in the experiment is 30 children of the first-third grades. Conclusions. Statistically significant changes in indicators of coordination abilities of boys are age-related, according to the results of the tests in “combination of movements of arms, body and legs”, “switching from one movement to another”, “vestibular stability 1 — option”, “static balance by Bondarevsky test”. Primary school age is susceptible to development of coordination abilities.

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.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

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