Examining philosophical congruity between kindergartens and primary schools in Hong Kong : implications for the kindergarten-primary school transition

2009 ◽  
Author(s):  
Kuanyun, Rhoda Wang
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Primary Schools ◽  
School Transition ◽  
Primary School Transition

scholarly journals Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals

2019 ◽  
Vol 11 (12) ◽  
pp. 80
Author(s):  
Suk Chun Fung
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Professional Identity ◽  
Primary Schools ◽  
Workforce Planning ◽  
New School ◽  
The Public ◽  
School Counselling ◽  
Counselling Services ◽  
School Counsellors

This article examines the implications of a new school counselling policy, namely, ‘one school social worker for each school’, for the professional identity of school counsellors and guidance and counselling services in Hong Kong primary schools. This paper reviews primary school counselling development since the 1970s with a focus on workforce planning. As a result, it identifies two themes: (1) counselling workforce planning has gradually shifted from purely government-led to more school-based planning, and (2) school counsellors with master’s-level counselling training qualifications are not adequately recognized in primary school settings. Making school counsellors visible to school principals, the Education Bureau and the public before the full implementation of the new policy in 2021/2022 is critical. The strategic positions of counsellor educators and counselling associations that are central to the advancement of the professional identity of school counsellors are discussed.

Passive smoking and respiratory symptoms in primary school children in Hong Kong

1999 ◽  
Vol 18 (4) ◽  
pp. 218-223 ◽  
Author(s):  
T H Lam ◽  
A J Hedley ◽  
S F Chung ◽  
D J Macfarlane ◽  
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
School Children ◽  
Passive Smoking ◽  
Primary Schools ◽  
Respiratory Symptoms ◽  
Smoking Habit ◽  
Primary School Children ◽  
Odds Ratios ◽  
At Home

1 We aimed to study whether passive smoking is associated with respiratory ill health in primary school children in Hong Kong. 2 In this cross-sectional study, a standardised structured questionnaire was used to obtain information on respiratory symptoms, smokers in the household and smoking habit of the children. A random sample of 30 primary schools was included. Four classes were randomly selected for each school, one class each from each school year of primary 3-6. A total of 3964 children aged 8-13 years completed the questionnaire during October 1995-May 1996. The response rate was over 94%. 3 In 3480 children who had never smoked, after adjusting for gender, age, place of birth and living district, the odds ratios (95% confidence interval) were: (a) throat problems, 1.35 (1.08-1.68); (b) cough, 1.54 (1.28-1.84); (c) phlegm, 1.43 (1.21-1.70); (d) wheezing, 1.21 (0.89-1.41); (e) nose problems, 1.17 (1.02-1.35). The odds ratios increased with increasing number of smokers at home (P for trend < 0.001; except for wheezing, P=0.3). The odds ratios for having any of the above symptoms for one, two and three smokers at home were respectively 1.15 (0.99-1.34), 1.48 (1.16-1.88) and 2.03 (1.47-2.81); P for trend < 0.001. 4 We conclude that the results provide further evidence that passive smoking is a cause of respiratory ill health in school children in Hong Kong.

scholarly journals A Systematic Review of Research Exploring Stakeholder Views on the Kindergarten-school Transition

2021 ◽  
Vol 11 (3) ◽  
pp. 147
Author(s):  
Anita Fleisz-Gyurcsik
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
English Language ◽  
Empirical Work ◽  
School Transition ◽  
Education Professionals ◽  
Language Studies ◽  
Starting School ◽  
Teachers And Parents ◽  
Primary School Transition

A smooth kindergarten-school transition is till problematic, even thoughit has been receiving attention from researchers as well as education professionals (e.g. Heckman, 2011). It is clear to everyone that children, kindergarten teachers, primary school teachers, and parents are all greatly affected by the kindergarten-school transition (e.g. Correia & Marques-Pinto, 2016). Therefore, the goal of my study is the systematic review of research exploring the kindergarten-school transition related views and opinions of the stakeholders. A search was conducted for English language studies that were published in peer reviewed journals between 1 January 2016 and 1 September 2020, in the ERIC, Scopus and the Web of Science databases. The expressions „kindergarten school transition”; „transition into primary school”; „transition to school”; „starting school”; „beliefs concerning school transition” were used as search terms. A total of 646 publications were identified, of which 21 complied with the inclusion criteria. Those papers were included that present such empirical work that explore the views and opinions of stakeholdersregardingthe kindergarten-school transition of normally developing children. The present review considers six aspects: (1) the country where data were collected; (2) the phase of transition when data were collected; (3) the issue of transition studied; (4) participants; (5) data collection methods; (6) main results. The review showed that numerous questions regardingthe kindergarten-school transition are researched worldwide. My study can serve a basis for understanding the problems of starting school in different countries, as well as to formulate further research questions, and to design further research.

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.

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.

DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

2020 ◽  
Vol 4 (3) ◽  
pp. 544
Author(s):  
Ermaida Dewi
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Product Design ◽  
Primary Schools ◽  
Measuring Instrument ◽  
School Students ◽  
Average Percentage ◽  
Measuring Devices ◽  
Comprehension Ability ◽  
Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of  the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

MENINGKATKAN KEMAMPUAN GURU DENGAN BERBANTUAN KEGIATAN WORKSHOP DALAM MENYUSUN PERANGKAT PEMBELAJARAN DI SUNGAI MAJO KECAMATAN KUBU

2019 ◽  
Vol 3 (3) ◽  
pp. 447
Author(s):  
Sulmi Sulmi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Average Score ◽  
Learning Tools ◽  
Average Value

This research was motivated by the weakness of teachers in compiling learning devices in the Primary school of Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The action to be taken is to provide a workshop on the formulation of learning devices in Primary schools. The results of the study show, in the assessment of the first cycle syllabus, The average value obtained by the Sungai Majo Elementary School 006 teacher is 67 with sufficient categories. While teachers at Elementary School 002 Teluk Nilap get an average score of 69 in the good category. cycle II, the average syllabus for teachers in Sungai Majo Primary School 006 was 89 with very good categories. While the teachers of Elementary School 002 in the Teluk Nilap amounted to 90 with very good categories. Whereas the assessment in the RPP of the first cycle, teachers in Elementary School 006 Sungai Majo and SDN 002 Teluk Nilap received the same score, which amounted to 67.14 with sufficient categories. After the second cycle, Sungai Majo Primary School 006 got an average score of 90 with a very good category, while the teachers of Elementary School 002 Teluk Nilap scored 91.42 with a very good category. With the results of this study, it can be concluded that with the help of workshops, it can improve the ability of teachers to develop learning tools in the Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. 

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