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.

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 Uptake and impact of vaccinating primary school-age children against influenza: experiences of a live attenuated influenza vaccine programme, England, 2015/16

2018 ◽  
Vol 23 (25) ◽  
Author(s):  
Richard G Pebody ◽  
Mary A Sinnathamby ◽  
Fiona Warburton ◽  
Nick Andrews ◽  
Nicola L Boddington ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Primary School ◽  
Age Groups ◽  
Population Level ◽  
Vaccine Uptake ◽  
School Age Children ◽  
Influenza B ◽  
School Age ◽  
Live Attenuated Influenza Vaccine ◽  
Primary School Age

The 2015/16 influenza season was the third season of the introduction of an intra-nasally administered live attenuated influenza vaccine (LAIV) for children in England. All children aged 2‒6 years were offered LAIV, and in addition, a series of geographically discrete areas piloted vaccinating school-age children 7‒11 years old. Influenza A(H1N1)pdm09 was the dominant circulating strain during 2015/16 followed by influenza B. We measured influenza vaccine uptake and the overall and indirect effect of vaccinating children of primary school -age, by comparing cumulative disease incidence in targeted and non-targeted age groups in vaccine pilot and non-pilot areas in England. Uptake of 57.9% (range: 43.6–72.0) was achieved in the five pilot areas for children aged 5‒11 years. In pilot areas, cumulative emergency department respiratory attendances, influenza-confirmed hospitalisations and intensive care unit admissions were consistently lower, albeit mostly non-significantly, in targeted and non-targeted age groups compared with non-pilot areas. Effect sizes were less for adults and more severe endpoints. Vaccination of healthy primary school-age children with LAIV at moderately high levels continues to be associated with population-level reductions in influenza-related respiratory illness. Further work to evaluate the population-level impact of the programme is required.

scholarly journals Uptake and impact of vaccinating school age children against influenza during a season with circulation of drifted influenza A and B strains, England, 2014/15

2015 ◽  
Vol 20 (39) ◽  
Author(s):  
Richard G Pebody ◽  
Helen K Green ◽  
Nick Andrews ◽  
Nicola L Boddington ◽  
Hongxin Zhao ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Influenza A ◽  
Disease Incidence ◽  
Age Groups ◽  
School Age Children ◽  
Healthy Children ◽  
School Age ◽  
Respiratory Mortality ◽  
Primary School Age

The 2014/15 influenza season was the second season of roll-out of a live attenuated influenza vaccine (LAIV) programme for healthy children in England. During this season, besides offering LAIV to all two to four year olds, several areas piloted vaccination of primary (4–11 years) and secondary (11–13 years) age children. Influenza A(H3N2) circulated, with strains genetically and antigenically distinct from the 2014/15 A(H3N2) vaccine strain, followed by a drifted B strain. We assessed the overall and indirect impact of vaccinating school age children, comparing cumulative disease incidence in targeted and non-targeted age groups in vaccine pilot to non-pilot areas. Uptake levels were 56.8% and 49.8% in primary and secondary school pilot areas respectively. In primary school age pilot areas, cumulative primary care influenza-like consultation, emergency department respiratory attendance, respiratory swab positivity, hospitalisation and excess respiratory mortality were consistently lower in targeted and non-targeted age groups, though less for adults and more severe end-points, compared with non-pilot areas. There was no significant reduction for excess all-cause mortality. Little impact was seen in secondary school age pilot only areas compared with non-pilot areas. Vaccination of healthy primary school age children resulted in population-level impact despite circulation of drifted A and B influenza strains.

Australian Mothers' views about Responsibility for Homework in Primary School

1998 ◽  
Vol 59 (1) ◽  
pp. 50-58 ◽  
Author(s):  
Pamela W. Warton
Keyword(s):  
Primary School ◽  
Age Groups ◽  
School Age Children ◽  
School Age ◽  
School Practice ◽  
Primary School Age ◽  
Regular Practice

Responsibility for homework in primary school: Australian mothers' views Homework is an accepted and encouraged part of school practice which, it has been argued, serves a number of functions for most children. The regular practice of homework is thought to help children consolidate their learning, to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents' and teachers' views and practices are influential. This study investigated the views of mothers of primary school-age children (grades 2, 4 or 6) about homework practices and about the relative roles of parents, teachers and children in developing homework practices. The results indicated similarities on most issues across parents of the three age groups but significant differences in the relative responsibility assigned to children from grade 2 to grade 6. The implications for the development of children's sense of responsibility and of responsible homework practices are discussed.

scholarly journals Axial length elongation in primary school-age children: a 3-year cohort study in Shanghai

BMJ Open ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. e029896 ◽  
Author(s):  
Tao Li ◽  
Bo Jiang ◽  
Xiaodong Zhou
Keyword(s):  
Regression Analysis ◽  
Cohort Study ◽  
Linear Regression ◽  
Primary School ◽  
Linear Regression Analysis ◽  
School Age Children ◽  
School Age ◽  
The Mean ◽  
Primary School Age

ObjectiveTo investigate the axial length (AL) elongation in primary school-age children during 3-year follow-up period and evaluate the associations of AL elongation with spherical equivalent (SE), AL at baseline, body height and weight.DesignA 3-year observational cohort study from 2014 to 2017.SettingJinshan Hospital of Fudan University in Shanghai.MethodsA total of 452 children successfully completed their measurements in the 3-year follow-up period. The mean age of those children was 6.9±0.7 years, ranging from 6 to 8 years, and 217 (42.7%) were boys. AL was measured with an ocular biometry system. Refractive error was measured using an auto-refractor without cycloplegia.ResultsThe mean changes of ALs were 0.27±0.28 mm, 0.52±0.40 mm and 0.89±0.51 mm over 1, 2 and 3 years, respectively. The mean changes of SEs were −0.27±0.80 D, −0.56±1.00 D and −0.95±1.41 D over 1, 2 and 3 years, respectively. Multivariate linear regression analysis revealed that mean change of AL was associated with mean change of SE at all points (all p<0.001). In addition, linear regression analysis revealed that AL elongation in the 3year follow-up period was associated with AL at baseline (R2=0.009, p=0.045).ConclusionsAL elongation is relatively high in the primary school-age children in Jinshan District, Shanghai. Effect strategies are needed to control AL elongation.

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.

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