Children Need Job: Why We Should Teach Job at Primary School. A German Case Study

Background: Ethiopia is the second most populous nation in Africa with children and adolescents constituting more than 40% of the population. Evidence shows the onset of significant degrees of mental illnesses is detectable in this age range. For such early identification to be made there should be a system responding to those needs.Objective: The objective of this study was to explore the extent to which the education system is responsive to the psychosocial and mental health needs of children in primary schools through putting appropriate professionals in place, raising teachers’ awareness and putting in place viable policies and guidelines.Methods: An exploratory qualitative study was conducted in public and private primary schools in Gondar city Data was collected through focus group discussions from seventeen participants drawn from both schools and key informant interviews with two experts from the zonal Department of Education. A thematic qualitative data analysis was employed. Themes were identified with the help of the Nvivo 12 plus software.Results: We found teachers’ mental health awareness is very low with parameters such as magnitude, case identification and support. There is an exception in terms of causal attributions of mental illness that matches with scientific literature. Psychosocial support and mental health resources are not available and schools do not provide capacity building mental health trainings for teachers which might help them to identify, handle and make referrals of mental health cases. We also found the Ethiopian education policy and other guidelines do not address the issue of mental health at primary school level.Conclusion: The Ethiopian education system is not responsive to the psychosocial and mental health needs of children in primary schools.Implications: Arresting minor impairments before they become major disabilities is vital. Investing in childhood mental health enables a healthy and productive society to be cultivated. The Ethiopian education system should therefore respond to the psychosocial and mental health needs of children in primary schools.

Has the digital industry and associated knowledge transfer systems been able to support the training of teachers in England and other parts of the world in being more aware of learning challenges like dyslexia? The 1996 research was able to contribute to the main question of appropriate school punishment. For instance, is the punishment of [school] exclusion appropriate or would another punishment be more appropriate? Does school exclusion (as a punishment) result in ‘creating a child in need’ or at the very least exacerbate the conditions of a ‘child in need’. The 1996 methodology was a case study project: primary data of a non-participant observation study related to a possible school-child/pupil exclusion. The child was 10 years old and statemented for specific learning needs: Special Educational Needs (SEN) provision. Today, the case study is still relevant as an example of a SEN childwho was receiving inadequate SEN provision because the 1996 report included literature to enable a c critical discussion. More generally, the school wasn’t a failing school. More recently, in 2021, The Centre for Social Justice for the UK (2021) clarified that dyslexia is classified as a disability and that approximately 50% of the prison population could have dyslexia prevalences.

This dissertation is about how to help ensure that children considered to have special needs within the primary school context are enabled to overcome the difficulties they are facing. The premise of this dissertation is that this is most effectively achieved when the child, her teacher and her parents have a genuine role within the decision-making process concerning how to meet such needs. The functioning of the two key relationships in addressing these needs form the focus of this study. Specifically, these are the relationships between the child and her teacher, and her parents and her teacher. The literature relating to these relationships is explored. It seeks to blend the dual streams of literature relating to such relationships in the special needs context with that of the everyday relationships of primary school life. It explores the literature relating to the effect of the process of the Individual Education Plan on these relationships. It notes that the majority of such literature focuses on statemented children and often does not have a specific focus on the primary aged child at the earlier, school based stages of the Code of Practice (1994). This perceived gap in the research literature forms the rationale for the research study which follows. The research is within the practitioner-researcher tradition and is located withm the school that I am a teacher at. It is qualitative in nature with a focus on a detailed exploration of a small sample. It utilises an interview technique to gain its data. The study argues that while genuine involvement is often sought, and even presumed, the context of the primary school, the processes of special education and the attitudes of the participants to the relationships tend to result in the teacher retaining the dominant role within the decision making process. It also suggests that the process of the Individual Education Plan may have a somewhat different effect on functioning of the two relationships from that which is often described within the literature. The dissertation concludes by drawing out the factors which appear to determine whether such relationships are genuinely involving, or not. These are described. It then suggests one way in which the findings of the research may be practically applied to enhancing the quality of the two relationships which form the basis of this study and so ensure that the needs of the children within the primary school context are most effectively met.

This study was designed to investigate the character and extent of differences between mathematically disabled children (MD children) and their mathematically normal peers as reflected in the use of task‐specific strategies for solving basic fact problems in subtraction as children move up through primary school, that is from the 1st to 7th grade. The pattern of development showed the MD children as being characterized by: (1) use of back‐up strategies only, (2) use of primary back‐up strategies, (3) small degree of variation in the use of strategy variants and (4) limited degree of change in the use of strategies from year to year through the primary school. Early and striking convergence of the developmental curves supported the suggestion that the acquisition of strategy skills by MD children follows a sequence that is fundamentally different (not only delayed) from that observed in normal achievers. The findings highlight the MD children's need for mathematics instruction to shift from computation‐focused activities to strategy‐learning activities.

Contents: Introduction Part I The Theory of Need: Welfare and the value of liberty, Raymond Plant The priority of needs, Robert E. Goodin A theory of human need, Len Doyal and Ian Gough A theory of human need, Kate Soper Need the idea won't do - but we still need it, A.J. Culyer A taxonomy of social need, Jonathan Bradshaw. Part II The Needs of Children: A theory of human motivation, A.H. Maslow What do children need from parents?, Dora Black Pathways from childhood to adult life, Michael Rutter An ecological approach to social work with children and families, Gordon Jack. Part III Assessing the Needs of Individual Children: The strengths and difficulties questionnaire: a research note, Robert Goodman Classification of child and adolescent psychopathology, Dennis P. Cantwell Reflections on the assessment of outcomes in child care, Roy Parker Single case evaluation methods: review and prospects, Brian Sheldon. Part IV Measuring the Needs of Child Populations: Why do levels of human welfare vary across nations?, Ian Gough and Theo Thomas Auditing social needs, Janie Percy-Smith Mapping the needs of children in need, Michael Preston-Shoot and Veronica Wigley The background of children who enter local authority care, Andrew Bebbington and John Miles Child poverty and needs based budget allocation, D. Gordon and F. Loughran Mapping the data needed to plan integrated services: a case study of children's' services in one locality, Nick Axford, Jill Madge, Louise Morpeth and Jo Pring. Part V Towards Meeting Children's Needs: Needs, numbers, resources: informed planning for looked after children, Karin Janzon and Ruth Sinclair A developmental and clinical model for the prevention of conduct orders: the FAST Track Program, Conduct Problems Prevention Research Group Prevention and early intervention with children in need: definitions, principles and examples of good practice, Michael Little Measuring outcomes in the 'new' children's services, Nick Axford

PurposeThis paper discusses the teaching and learning of sustainable development at a single additional support needs primary school in Scotland. This school provides education to students of ages 4–12 years and with learning requirements that may not be accommodated in a mainstream education setting. Teaching of sustainable development to students with additional support needs is bound by the same standardised education policies as mainstream primary education in Scotland, and yet, there needs to be differences in practices to ensure all students can access and learn from sustainable development experiences and opportunities. This study asks 2 questions: (1) How is sustainable development taught at an additional support needs primary school in Scotland? and (2) What makes an additional support needs primary school in Scotland successful with teaching and learning of sustainable development?Design/methodology/approachThis paper is underpinned by the relational posthuman philosophy of kin and kinship. The paper draws on findings from a 2-year case study of a single additional support needs primary school in Scotland. The data were gathered through photography in photo-voice and semi-structured interviews with 12 participants. All participants of this study are education practitioners employed at the school and have a remit for teaching and/or supporting the teaching and learning of sustainable development at the school. Additionally, observations I made in my dual role as education practitioner and researcher of this study are included.FindingsThe main concept arising from the data collected is relationships. Teaching and learning practices are focused on providing students with sustainable development experiences and opportunities which may differ to that of a mainstream primary education school. The teaching of sustainable development at the case school is achieved through the entanglement of connections students make with their human and non-human kin, and the affect this has on them to become active agents in creating stronger communities and sustainable futures for all. Furthermore, the relationships these students have with their human and non-human kin are driven by the varying additional support needs of students, effectively meaning that students are involved with how they are taught about sustainable development.Practical implicationsThe findings can have implications for formal education systems around the world by providing an alternative lens by which to view and review how teaching and learning of sustainable development occurs and what this currently looks like to students with additional support needs. A review of curriculum and the framework for teaching, learning and assessing sustainable development to students with additional support needs can ignite change towards inclusion in this area and enable all learners to be active agents of sustainability practices in their everyday lives. This in turn will ensure that all citizens can participate in sustainable development at a local level and thereby contribute to national and global climate change goals, and ultimately ensure all life (human and non-human) on Earth can flourish.Originality/valueThis paper provides an alternative view to the teaching and learning practices of sustainable development to students with additional support needs by thoughtfully considering who and what are our kin and how kinship is made. This posthuman theoretical perspective provides a lens by which to view the different relationships students with additional support needs have not only with people but also with objects, and how these connections can enable this group of vulnerable learners to become active agents in sustainable development practices in their communities, and, as such, through posthuman philosophy, this paper illustrates the intersection between sustainable development and inclusion. The study also reveals the successes and barriers of teaching sustainable development to students at a single additional support needs primary school in Scotland, and how kinship can promote agency in students with additional support needs by providing community spirit through connection with the human and non-human. Recommendation following this study is for governments, schools and education practitioners around the world to review how sustainable development is taught and learnt across formal education systems and to consider alternative relational posthuman teaching and learning approaches to sustainable development that shift away from tokenistic practices that are steeped in a humanist mindset.

A cross-sectional study on the analysis of the current situation of depression and anxiety among primary and secondary school students in Urumqi City in 2021: A case study of S district

Play is central to children’s physical and social development. This study examines changes in children’s response to questions on play opportunities between 2016 and 2021. Primary school children aged 8–11 in Wales participated in the HAPPEN survey between 2016 and 2021. The survey captures a range of information about children’s health and wellbeing, including open-ended questions about what could make them happier. Text mining methods were used to examine how open-ended responses have changed over time in relation to play, before and, after the COVID enforced school closures. A total of 20,488 participant responses were analysed, 14,200 pre-school closures (2016 to pre-March 2020) and 6248 after initial school closures (September 2020–December 2021). Five themes were identified based on children’s open-ended responses; (a) space to play (35%), (b) their recommendations on play (31%), (c) having permission to play (20%), (d) their feelings on health and wellbeing and play (10%) and (e) having time to play (4%). Despite differences due to mitigation measures, the predominant recommendation from children after COVID is that they would like more space to play (outside homes, including gardens), more time with friends and protected time to play with friends in school and at home.

Socio-psycho-educational resource (SPER) centres were first established in Western Australia in 1977 for the purpose of educating and managing primary school-aged children with severe behaviour problems. Each centre functioned as a separate unit located on the campus of a host primary school. Selected children were initially withdrawn from their regular schools to attend the SPER centre where they received a specialised program aimed at decreasing their problematic behaviour. The host school assisted re-entry of SPER centre children into the mainstream by providing part-time integration within its regular classes prior to eventual return to the regular school. In 1988 the Coolbellup SPER Centre began to replace this withdrawal service model with an outreach model. By 1991 the preferred method was to deliver intervention programs within a child's home school. Data revealed that the outreach model was able to service in excess of three times as many children each year as the withdrawal model, with only a minimal increase in teaching staff and with an associated reduction in the length of waiting lists. Post hoc evaluation of student records demonstrated high levels of success for the outreach model, based on teacher ratings of improvement in rule following, peer interactions, and overall school behaviour and performance. Other benefits of the outreach program are discussed.

Purpose – In one school institution, there is two formal education consisting of CIN and regular students so that social inequality does not occur, and the same pattern of behavior is applied without distinguishing students’ shortcomings. This study aimed to analyze the behavior patterns of placement of students with special needs and regular students in learning in inclusive classes.Design/methods/approach – The method used in this research is the qualitative method of the Miles and Huberman case study. The population and sample in this study were 8 grade IV elementary school teachers, while the sampling technique was carried out using the proportional sampling method. The types of research data are primary and secondary, while the research data collection techniques are carried out by observation, interviews, and recording methods. The research stages include data reduction; data analysis starts from teacher planning in learning, evaluation of learning in inclusive classes, as well as teacher behavior patterns during the learning process for students with special needs and regular students; data verification or conclusions are drawn by reporting the results of the analysis.Findings – The research findings prove that the behavior to not differentiate between CIN and regular students is to use group learning methods consisting of CIN and regular students and to instill character education in CIN students, and through a motivational approach that strengthens the confidence of CIN students to partner with regular students.Research implications/limitations – This study was limited to where inclusive schools must prepare everything, be it teachers, students, or learning tools. Practical implications – Pattern behavior placement CIN and regular students in learning same without distinguishing and see the social status, physical, and intellectual intelligence. The differences are not in behavior patterns but learning tools such as syllabi, lesson plans, and exam questions. Teachers and students have stable values and a sense of tolerance for the differences and drawbacks of CIN students.Originality/value – In one class with special and regular students, learning activities are only in inclusive schools but in formal, informal, and non-formal schools.
 Paper type Case study

Change within social work organizations is incessant. This has implications for senior managers and elected members who have to manage these changes. The Department of Health has introduced new guidance entitled the Framework for the Assessment of Children in Need and their Families ( Department of Health 1999a). The guidance is based on a number of principles that require an attitudinal shift in terms of assessing ways of safeguarding children and promoting their welfare. This paper describes strategic approaches to the effective introduction of the framework within social services departments and other child welfare organizations. Two models have been adapted from practice: the actual framework for assessing children and their families and the Protchaska and DiClementi model of change. These models complement each other. The adapted Assessment Framework provides a structure to assess the readiness of the organization for the implementation of the new framework. The model of change provides a schema for planning, implementing and reviewing the introduction and operation of the Framework for the Assessment of Children in Need and their Families. Although the focus of the paper is the introduction of the new guidance, the models can be utilized by senior managers in any social care organization who are facilitating major changes in the organization.

Speech, as a social category, stems from the child's need to be in contact with others and communicate with them. In that way, child learns about active communication and interaction, expresses his thoughts, feelings, attitudes and needs. Nurturing the speech culture of the youngest is one of the main objectives of preschool institutions; before that, of families, and especially school. Great attention is paid to teaching children/students how to express themselves and communicate, starting from preschool age with the systematic effort by preschool teachers, and later, in school, teachers continue with this effort, along with, of course, the family as the first and unavoidable link in that chain. The quality of communication and interaction between the child/student and other participants largely determines the speech, but also the overall development of personality and the improvement of the culture of linguistic expression. The altered learning conditions in which the education process has been taking place for more than a year now have significantly impaired the quality of communication in preschool and school. At one time, the interaction, which was otherwise reduced, was non-existent at all; the duration of school lessons has been shortened, the wearing of masks has been introduced, as a result of which breathing is difficult, and thus speech fatigue occurs, which seriously threatens to jeopardize the still underdeveloped speaking abilities of children/students in the lower grades of primary school. This paper will discuss the importance of family for the development of speech culture of preschool and primary school children, the need and opportunities for enhanced cooperation with preschool/school in altered learning conditions in order to create more frequent scenarios for children/students to speak more at home through creative tasks including active reading, retelling, talking and describing in order to successfully develop the speaking skills of children/students outside the preschool/school.

The Primary and secondary shadow education refers to a kind of unofficial education that exists outside the traditional mainstream primary and secondary education system in China, with both commercial and educational attributes. As the primary and secondary school stage is an important key stage for further education, existing research mainly focuses on the spatial distribution of primary and secondary school basic education facilities and non-subject training, with fewer studies targeting primary and secondary school subject tutoring shadow education. With the changes in China’s education industry and the introduction of the Double Reduction Policy, there is an urgent need to conduct in-depth research on the spatial aggregation characteristics and influencing factors of Shadow Education Enterprises for primary and secondary school students. This paper takes the main urban area of Zhengzhou City as the study area, and takes primary and secondary school Shadow Education Enterprises as the research object, and applies spatial analysis methods such as kernel density, nearest-neighbor index, and geographic detector to quantitatively analyze the spatial distribution characteristics of primary and secondary school shadow education tutoring enterprises in Zhengzhou City and the factors affecting them The results show that: 1) The overall spatial pattern of primary and secondary school tutoring Shadow Education Enterprises in the main urban area of Zhengzhou City has largely formed a core-edge structural feature that spreads from the urban center to the periphery, and presents the spatial agglomeration feature of “double nuclei many times” distributed along both sides of the Beijing-Guangzhou Line. 2) The distribution of mentoring Shadow Education Enterprises in the main urban area of Zhengzhou City in relation to provincial model primary and secondary schools is significant and there is a significant difference between the distribution around secondary schools and primary schools. 3) The spatial distribution of Shadow Education Enterprises in the main urban area of Zhengzhou City is mainly influenced by factors such as the size of the school-age population, the level of commercial development, the location of school buildings and the accessibility of transport.

Change Processes and Strategies at the Local Level

2050’li yıllara gelindiğinde kente yaşayanların oranın %68 olacağı tahmin edilmekte ve kente yaşayan insanlarda kentlilik bilincinin oluşması daha da elzem hale gelmektedir. Kentlilik bilincinin oluşturulması için en önemli araç ise eğitimdir. Bu bağlamda araştırmanın problemi “kentlilik bilincinin oluşturulmasında ilkokul ders kitaplarının rolün nedir?” şeklinde belirlenmiştir. Araştırmanın amacı, kentlilik bilincinin ilkokul kitaplarında hangi boyutlarla yer aldığının belirlenmesi ve ilkokul kitaplarının, çocukların kentlilik bilincine yönelik algılarına ne ölçüde etki ettiğini değerlendirmektir. Çalışmanın kapsamına Millî Eğitim Bakanlığı tarafından hazırlanmış ilkokul, ortaokul ve lise düzeyindeki tüm ders kitapları girmektedir. Ancak, araştırma zaman kısıtı nedeniyle ilkokul düzeyindeki Türkçe, Hayat Bilgisi ve Sosyal Bilgiler derslerinin kitaplarıyla sınırlandırılmıştır. Ayrıca bulguları desteklemek amacıyla ilkokul düzeyinde olan 20 kişi ile görüşme sağlanmıştır. Araştırma nitel araştırma desenlerinden örnek olay araştırması şeklinde tasarlanmıştır. Veriler doküman incelemesi ve görüşme yöntemleriyle toplanmıştır. 7 tema/kategori ve 16 kod/kavram altında organize edilen veriler içerik analizi tekniğiyle çözümlenmiştir. Analizlerde, MAXQDA Analytics Pro 20 (20.2.2 demo sürümü) kullanılmıştır. Sonuç olarak ders kitaplarında çevre bilinci, ortak yaşama bilincinin oluşması ve kültürel ve tarihsel değerlerin farkındalığı konularına daha çok ağrılık verildiği görülmüştür. Katılımcılar ise kamusal alan, çevre bilinci ve kültürel ve tarihsel değerlerin farkındalığı konularına daha çok ağırlık vermiştir.