Ability Of School Children Research Articles

A study protocol for a randomized controlled trial on the effect of Surya Nadi Pranayama practice on cognitive abilities in school children

Abstract Background Surya Nadi Pranayama is a yogic breathing technique that involves controlled breathing through the right nostril. The study aims to evaluate the effects of the 20-min practice of Surya Nadi pranayama (4 weeks) on cognition among schoolchildren, comparing it to observing a normal breathing pattern. Methods A randomized control study design will be adopted for this study with 100 school children with 12–16 years of age, will be recruited. Subjects will be randomly divided into the study and control groups. The study group will be advised to practice Surya Nadi Pranayama (n = 50), whereas the control group (n = 50) will be asked to relax in a sitting posture between 9 am and 10 am, Monday to Friday, for 20 min daily over 30 days. Results A baseline and post-intervention assessment will be performed for all the subjects a day before and after the intervention. The primary outcome measures are visual reaction time and auditory reaction time. The secondary outcome is critical flicker fusion frequency. Conclusion The potential benefits of this yogic breathing technique and the findings of this research may contribute to the development of interventions aimed at improving cognitive functioning in school-aged children. The study is prospectively registered in the Clinical Trial Registry of India (CTRI/2024/05/067441).

Freestyle wrestling in sections of a school sports club

Introduction. Freestyle wrestling ensures effective development of various physical qualities and abilities in schoolchildren, and is among the most popular sports along with other types of martial arts and games. Freestyle wrestling is an appropriate means of sports-oriented physical education for schoolchildren, since it meets their interests and needs in physical education and sports. The study aims to analyze the effectiveness of a school sports club in organizing physical education and sports work, taking into account the interest of those involved, on the example of freestyle wrestling. Materials and methods. The pedagogical experiment involved implementing the developed methodology for freestyle wrestling in sections at the school sports club. 30 students from MBEI Secondary School No. 38 in Grozny (Russian Federation) took part in the experiment. Research results. Freestyle wrestling in sections at the school sports club significantly increases physical activity and preparedness of students. The comparative analysis showed a significant improvement in the test scores of the experimental group: 60 m standing-start run with hand support, sec – p < 0.05; 5 successive somersaults, sec – p < 0.05; pull-ups on a bar, number of times – p < 0.05; forward bends from a sitting position, cm – p <0.05; in the test shuttle run 3×10 m, sec – p < 0.05; raising the body into a squat position in 30 sec, number of times – p <0.05; and cross running 2000m, min – p<0.05. Conclusion. The study confirmed the effectiveness of freestyle wrestling in sections at the school sports club. The proposed methodology will significantly increase physical activity, fitness and development of schoolchildren, and its use in the physical education system can be considered appropriate.

PROJECT METHOD AS A PROVISIONAL CONCEPT OF TECHNOLOGICAL IMPROVEMENT IN STUDENTS OF A NEW UKRAINIAN SCHOOL

The article reveals the possibilities of the project method as a pedagogical technology for the modernization of the content of labor education of secondary school students. The main stages of the implementation of the project method in the content of labor training have been studied, the methodological features of the organization of students’ educational activities in the conditions of the knowledge paradigm and the relevant standards of education have been characterized.Person-oriented, activity approach, competence training, formation of subject competence ‒ these and other issues of modernization of the educational process through the organization of project activities of schoolchildren have, over the past decades, become the subject of attention of a large number of scientists.Traditionally, on-the-job training is aimed only at the formation of technical and technological knowledge and skills in students, which are inherent in the main types of production activities and industry as a whole. Instead, in the conditions of project activities, students not only study technical and technological processes, but also perform activities of a creative nature, which takes into account the individual characteristics and abilities of schoolchildren. So, in particular, the project method allows to develop competences and inherent cross-cutting skills (soft skills), to take into account the individual abilities of students as much as possible, to construct the educational process independently or with the help of a teacher, which lays the foundations of an activity approach in education.The article defines the main features that appear in the work of a teacher of labor education during the organization of project activities of schoolchildren in the New Ukrainian School. It is substantiated that the method of projects in the students’ study of technologies allows the implementation of the basic concepts of the New Ukrainian School: the development of competences, cross-cutting skills, develops research competence.

PEDAGOGICAL COOPERATION IN STUDYING SCHOOL MATHEMATICS

Modern changes in education are aimed at the transformation of relationships between participants of the educational process, taking into account the principles of voluntariness, activity and conscious motivation, which allows them to act as pedagogical partners. In the context of the modernization of Ukrainian education and the successful implementation of the "New Ukrainian School" concept, it is necessary to improve the process of democratization of relations between the teacher and the student and the introduction of new approaches to education. This includes the interaction of all participants in the educational process, changing the role of a modern teacher from a mentor to a trainer, facilitator, tutor and moderator in the individual educational process of a student. The use of active learning methods will allow to develop a creative personality and activate the cognitive activity of students. This approach involves the creation of an educational space that will promote the realization of schoolchildren's abilities, the development of teachers' creativity, and will become the center of their fruitful cooperation. The purpose of the article is to highlight some specific features of the pedagogy of cooperation as a direction of pedagogical thinking and practical activity in mathematics lessons. Various research methods are used for its implementation: literature analysis, pedagogical observation and generalization. The authors analyzed the concept of "pedagogy of cooperation", its origins related to the doctrine of the development of abilities and the pedagogy of creativity, as well as the emergence of this concept as a result of the accumulation of pedagogical achievements of innovators. Pedagogical observations indicate that pedagogical cooperation allows students to maximally develop their learning abilities and ensures mental contact between them and the teacher. As a result of the conducted research, the mutual influence of the degree of activity of students' mental activity and the pace and content of the lesson was revealed. The article also shows the practical implementation of pedagogy of cooperation in mathematics lessons.

Формирование soft skills посредством применения дидактических игр с цифровыми компонентами на ступени общего образования

Digitalization has changed the methods of developing new skills and abilities in schoolchildren. New approaches have to be designed to plan training sessions and implant the basic ideas about professional competence. Modern supra-professional skills also require novel methods. This research featured digital didactic games as a means of developing supra-professional competencies. The authors reviewed available publications on professional and supra-professional competencies and their development methods. They described the semantic structure of the soft skills formation model through the use of digital didactic games. Didactic games are effective in developing soft skills and have a great digital potential, e.g., certain parts of a didactic game can be digitally personalized. The article describes didactic games, their requirements, and specific soft skills that are considered mandatory as part of supra-professional skills. The research relied on the principles of consistency and the holistic approach to academic processes, as well as on the connection between logic, history, theory, and practice. The article can help educators to develop new didactic games for various disciplines.

Good in arts, good at computer? Rural students' computer skills are bolstered by arts and science literacies

Since the International Computer and Information Literacy (CIL) was introduced to assess school children's ability of using computers and other information and communications technologies (ICT) for educational purposes, considerable work has been devoted to investigating the ICT-related determinants of students' computer and information literacy. However, there is scant literature on how rural students' CIL could be affected by learning other subjects like arts or sciences. Guided by the theory of learning transfer, this study explores possible learning transfer effects of arts and science literacies on CIL and ICT skills among eighth graders (N = 2821) in China's rural areas. The findings show that arts literacy is positively associated with CIL and ICT skills, while science literacy is positively associated with basic ICT skills but negatively related to advanced ICT skills. Rural students who had a higher family socioeconomic status and better educated parents were more likely to have higher CIL, suggesting the presence of digital disparities. This study provides timely perspectives that help students to master ICT skills and improve computer literacy, including insights for revealing digital disparities among rural students in low-resource settings.

Can dog-assisted and relaxation interventions boost spatial ability in children with and without special educational needs? A longitudinal, randomized controlled trial.

Children's spatial cognition abilities are a vital part of their learning and cognitive development, and important for their problem-solving capabilities, the development of mathematical skills and progress in Science, Technology, Engineering and Maths (STEM) topics. As many children have difficulties with STEM topic areas, and as these topics have suffered a decline in uptake in students, it is worthwhile to find out how learning and performance can be enhanced at an early age. The current study is the first to investigate if dog-assisted and relaxation interventions can improve spatial abilities in school children. It makes a novel contribution to empirical research by measuring longitudinally if an Animal-Assisted Intervention (AAI) or relaxation intervention can boost children's development of spatial abilities. Randomized controlled trials were employed over time including dog intervention, relaxation intervention and no treatment control groups. Interventions were carried out over 4 weeks, twice a week for 20 min. Children were tested in mainstream schools (N = 105) and in special educational needs (SEN) schools (N = 64) before and after interventions, after 6 weeks, 6 months and 1 year. To assess intervention type and to provide advice for subsequent best practice recommendations, dog-assisted interventions were run as individual or small group interventions. Overall, children's spatial abilities improved over the year with highest increases in the first 4 months. In Study 1, typically developing children showed higher scores and more continuous learning overall compared to children with special educational needs. Children in the dog intervention group showed higher spatial ability scores immediately after interventions and after a further 6 weeks (short-term). Children in the relaxation group also showed improved scores short-term after relaxation intervention. In contrast, the no treatment control group did not improve significantly. No long-term effects were observed. Interestingly, no gender differences could be observed in mainstream school children's spatial skills. In study 2, children in SEN schools saw immediate improvements in spatial abilities after relaxation intervention sessions. No changes were seen after dog interventions or in the no treatment control group. Participants' pet ownership status did not have an effect in either cohort. These are the first findings showing that AAI and relaxation interventions benefit children's spatial abilities in varied educational settings. This research represents an original contribution to Developmental Psychology and to the field of Human-Animal Interaction (HAI) and is an important step towards further in-depth investigation of how AAI and relaxation interventions can help children achieve their learning potential, both in mainstream schools and in schools for SEN.

Microstructural alterations in association tracts and language abilities in schoolchildren born very preterm and with poor fetal growth

BackgroundPrematurity and perinatal risk factors may influence white matter microstructure. In turn, these maturational changes may influence language development in this high-risk population of children.ObjectiveTo evaluate differences in the microstructure of association tracts between preterm and term children and between preterm children with appropriate growth and those with fetal growth restriction and to study whether the diffusion tensor metrics of these tracts correlate with language abilities in schoolchildren with no severe neurological impairment.Materials and methodsThis study prospectively followed 56 very preterm children (mean gestational age: 28.7 weeks) and 21 age- and gender-matched term children who underwent diffusion tensor imaging at a mean age of 9 years. We used automated probabilistic tractography and measured fractional anisotropy in seven bilateral association tracts known to belong to the white matter language network. Both groups participated in language assessment using five standardised tests at the same age.ResultsPreterm children had lower fractional anisotropy in the right superior longitudinal fasciculus 1 compared to term children (P < 0.05). Preterm children with fetal growth restriction had lower fractional anisotropy in the left inferior longitudinal fasciculus compared to preterm children with appropriate fetal growth (P < 0.05). Fractional anisotropy in three dorsal tracts and in two dorsal and one ventral tract had a positive correlation with language assessments among preterm children and preterm children with fetal growth restriction, respectively (P < 0.05).ConclusionThere were some microstructural differences in language-related tracts between preterm and term children and between preterm children with appropriate and those with restricted fetal growth. Children with better language abilities had a higher fractional anisotropy in distinct white matter tracts.

Strength and VO2max Changes by Exercise Training According to Maturation State in Children.

The health benefits of physical activity (PA) are widely recognized; however, biological maturation contributions are a subject that has been little studied, which is why the aim of this study was to analyze the effect of a six-week training program at moderate-intensity on the muscular strength and aerobic capacity in children between nine and 13 years (13 ± 1.0 years) according to their maturation state. Twenty-six schoolchildren (15 girls) participated in a six-week physical exercise program based on aerobic/anaerobic capacity and coordination skills. Maximal oxygen uptake (VO2max), trunk-lift, push-ups, curl-ups, and handgrip strength (both hands) were measured as response variables. Body mass index (BMI), skeletal maturity indicator (SMI), peak height velocity (PHV), age on peak height velocity (APHV) and sex were considered as covariates. The results of VO2max, push-ups, curl-ups, and handgrip strength were higher after the exercise program in the whole group (p < 0.05). The VO2max showed a greater increase in the normal-weight than in the overweight-obesity children (p = 0.001). Higher results in dominant handgrip strength were observed in girls (p = 0.003). The PHV before intervention presented a positive correlation with the dominant handgrip strength in all kids (r = 0.70, p = 0.001). As a conclusion, the six-week training program improved the physical fitness of children independent of the maturation state. Somatic maturation increases the physical abilities in schoolchildren.

Influence of School Backpack Load as a Variable Affecting Gait Kinematics among Seven-Year-Old Children.

This article investigates schoolchildren’s ability to carry an additional load using a backpack (BP). According to scientific research, there is no precise limit to the maximum backpack load, which varies from 10% to 15% of body weight (BW). The purpose of this study was, therefore, to evaluate the influence of an additional external load carried using a backpack on gait kinematics among seven-year-old children in Poland, including assessment of the gender differences. The study was conducted among 26 (13 boys and 13 girls) primary school children aged seven years. The children walked at their preferred speed, under four conditions: with no load (0% BW) and with 10%, 15% and 20% BW. Spatiotemporal parameters were measured using the 2 m Footscan® platform system and photocell Sectro timing system. The children walked more slowly under an additional load. Their step length and single support time decreased. Their base of support, step time and double support time increased. There was no significant effect on their stride length or gait cycle time. The gait kinematic changes were most evident between 10% BW and greater loading. The results highlight how children’s gait is affected by carrying additional external loads, which should not exceed 10% BW. That limit is appropriate for both genders.

Effectiveness and Safety of Intermittent Preventive Treatment for Malaria Using Either Dihydroartemisinin-Piperaquine or Artesunate-Amodiaquine in Reducing Malaria-Related Morbidities and Improving Cognitive Ability in Schoolchildren in Tanzania: A Controlled Randomised Trial

Effectiveness and Safety of Intermittent Preventive Treatment for Malaria Using Either Dihydroartemisinin-Piperaquine or Artesunate-Amodiaquine in Reducing Malaria-Related Morbidities and Improving Cognitive Ability in Schoolchildren in Tanzania: A Controlled Randomised Trial

The Reflective Abilities of Schoolchildren

The Reflective Abilities of Schoolchildren

Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers

Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "

The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education.

Methodical aspects of the formation of new competencies in students for the development of tasks for students within the framework of a modular approach

Introduction. The article highlights the methodical aspects of preparing a future teacher of mathematics for the development of assignments for students, presents various methods of involving students in the activity of developing assignments at the stage of formalization of a real situation, reveals the features of building an educational module aimed at formation of students' competencies in developing tasks for the formalization stage when solving tasks. The article reveals the stages of formations of actions that are part of the modeling, and drawing up adequate exercises on their basis.Materials and Methods. The study is based on a systematic approach that allows us to consider the learning process as a system aimed at the methodological preparation of students for the design of tasks for the formation of schoolchildren's ability to model; the activity approach provides a phased formation of the actions that are part of the modeling; a modular approach that ensures the construction of an educational module for the formation of new competencies in the design of tasks in future mathematics teachers, aimed at the formation of modeling actions in schoolchildren; a competence-based approach, on the basis of which the methodical foundations of the formation of new competencies in students are identified.Results. It was found that the process of methodical preparation of future teachers for the development of assignments for students should be built taking into account the specifics of future professional activities; the structure of practical lessons within the educational module should be built in accordance with the activity approach, which ensures the gradual formation of the actions that are part of the modeling. The organization of students' work on the analysis of the structure and content of tasks presented in the works of domestic and international studies, will allow students to be included in the work on identifying the composition of actions necessary to solve practice-oriented tasks, on the selection of situations, for the formalization of which mathematical knowledge and skills are needed to model, for constructing the plot of practice-oriented tasks. The methods of organizing the activities of students at motivational and content stages are highlighted, examples of constructed tasks are given.Discussion and Conclusions. The article discusses the stages of identifying the actions that are part of the formalization in the process of analyzing real situations, formulates methods for including students in the activity of drawing up the conditions of the problem and formulating various questions for schoolchildren, allowing them to be included in the compilation of a meaningful and mathematical model of the situation presented in task. The conclusion formulated in the article is that in the process of forming new competencies in future mathematics teachers, it is necessary to organize their activities for the selection of a set of actions that make up the modeling and to drawing up a plot and questions for a practice-oriented task based on the selected actions.

ВЗАИМОСВЯЗЬ ИНТЕРНЕТ-ЗАВИСИМОГО ПОВЕДЕНИЯ, ИНТЕЛЛЕКТУАЛЬНОГО РАЗВИТИЯ И КУЛЬТУРНОЙ КОНГРУЭНТНОСТИ У ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА

The main purpose of our study was to examine the connection between the Internet addiction in junior school children and their intellectual development and cultural congruence. The study involved 92 schoolchildren from Moscow aged from 9 to 10 years. Our hypothesis was that intellectual abilities of schoolchildren would be related to their cultural congruence, as well as to their Internet dependent behavior. The following methods were used to test the hypothesis: Raven Progressive Matrices, the children's version of Personality Factor Questionnaire by R. Cattell, Chen Internet Addiction Scale, Methodology of determining the cultural congruence of a junior school child by Bayanova and co-authors. The results demonstrated that schoolchildren with good intellectual abilities are highly likely to demonstrate high rates of cultural congruence. At the same time, the study found no statistically significant differences in intellectual development between children with propensity to Internet addiction and children with any Internet addiction. At the same time, it identified significant features in behavior of children prone to online addiction. The behavior of such children is often manifested in demonstrating violations of the regulatory situation at school, as well as in displaying non-congruent behavior; in particular, such children are more likely to tell lies, do not listen to teachers, are late for classes, skip classes, and fight. Besides, such students are characterized by more pronounced impulsiveness and motor retardation, aggressive assertion of their position, self-confidence, and leadership qualities. The school environment is characterized by normative rules and procedures, so children are not always able to realize their motives and desires openly. Thus, we can conclude that more impulsive and motorized children, who are also characterized by displaying aggressive behaviors, will be more likely to be characterized by a tendency to Internet dependent behaviors, because it allows them to express their desires and intentions, which often cannot be realized in a strictly regulated school environment. In this way, our research has demonstrated that high intellectual abilities of junior school children are significantly related to their cultural congruence. In addition, their propensity for Internet addiction can be a factor contributing to non-congruent behavior among children aged 9–10 years.

РАЗРАБОТКА ИНСТРУМЕНТАЛЬНО-МЕТОДИЧЕСКОГО ОБЕСПЕЧЕНИЯ ДЛЯ ОЦЕНИВАНИЯ ЗНАНИЙ УЧАЩИХСЯ ПО МАТЕМАТИКЕ В РАМКАХ ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ ОБУЧАЮЩЕЙ СРЕДЫ

The article is devoted to the development of an integrated complex of knowledge base and artifi-cial intelligence tools for assessing students' knowledge in mathematics within the framework of a hybrid intellectual learning environment. In accordance with the structural diagrams of mod-els of intellectual assessment of knowledge and creative potential of schoolchildren in mathe-matics, the structure of the corresponding knowledge base is formalized. The knowledge base is developed within the framework of data mining methods to create a module for monitoring and assessing knowledge in mathematics. As a methodological basis for the development of a knowledge base, the idea of V.P. Bespalko about the representation of the possible structure of human activity in the form of suc-cessive levels of assimilation, reflecting the development of the student's experience in a given subject in the learning process. The levels of assimilation (student, typical, heuristic, research) are determined through the ability to solve problems of the corresponding type. A formalized in-dicator of a student's achievement of a particular level of assimilation of educational material (level of training) is the coefficient of assimilation; assessment of the assimilation of material on a specific topic or section is provided for both at each of the above levels, and in general. The examples of the formation of a knowledge base for assessing the skills and abilities of schoolchildren in algebra are considered. To model the educational process, we propose methods for solving clustering, dimen-sionality reduction and classification problems based on machine learning and artificial neural networks. The foundations for the development of integrated complexes of knowledge bases and artificial intelligence tools to ensure the educational process are presented. The results obtained are aimed at creating methods that provide the processes of operational learning, control and assessment of knowledge, competencies and procedures, the level of formation of subject and professional competencies of students in the information and educational intellectual environment.

КОРОТКАЯ ОНЛАЙН БАТАРЕЯ ПРОСТРАНСТВЕННЫХ СПОСОБНОСТЕЙ (OSSAB): ПСИХОМЕТРИЧЕСКИЕ НОРМЫ ДЛЯ ШКОЛЬНИКОВ СТАРШЕГО ВОЗРАСТА

The need for STEM specialists is growing in current technologically-oriented economy. This calls for new approaches in evaluation and development of relevant abilities and skills. However, the current educational systems might miss some students who have high potential for this field or who can develop such potential. For example, according to the results of one Russian study, gifted children may be missed by existing methods of talent search, partially due to the lack of standardised psychometric tests, especially of abilities beyond verbal and numerical abilities. One important predictor of STEM, often neglected in education, is spatial ability. Recently an online short spatial ability battery (OSSAB) for use in adolescent popula-tions was developed. However, no published norms are available. The aim of this study was to develop normalised thresholds for spatial ability testing using OSSAB battery with Russian 13-17 year old schoolchildren. Schoolchildren from the Sirius Educational Centre, demonstrating high achievement in 3 different areas: science (N = 640; 238 females), sports (N = 436; 67 females) and art (N = 260; 204 females), and schoolchildren (N = 752; 350 females) from general education schools of the Russian Federation participated in the study. Age of participants: 13-17 (M = 15.01; SD = 1.18). The study identified thresholds for 8 spatial ability levels: from Very low ability to Extraordinary giftedness. These thresholds can be used by teachers and school psychologists to determine the level of spatial ability in schoolchildren of 13-17 years of age. Based on individual students’ current levels of spatial ability, teachers can provide individual support and recommendations. For high performance recommendations may include additional clas-ses in STEM or natural sciences, for example, electronics, robotics, programming, physics or chemistry. For lower performance recommendations may include computer games containing spatial components; sports; playing musical instruments; origami classes; and studying the Chinese language. More broadly, school curricula in different subjects should include more spatial elements, such as: inclusion of stereometric tasks in learning materials; computer pro-grams for modelling in teaching geometry and other subjects; adding visualizations (graphs and tables) when explaining material. Overall, the results of this study suggest that a significant number of children have very low or very high level of spatial ability in both mainstream schools and in educational centres for high-preforming students. The norms developed in this study can be used for identification and individualized support in all educational settings.

Географические ошибки: их виды, причины, пути и способы устранения

This article examines the features of making geographical mistakes in the contexts of school education, preparation and passing the Unified State Exam. The relevance of the research is determined by the necessity to analyze the mistakes made by school graduates at the Unified State Exam (USE) in geography, in order to provide additional educational material for geography school teachers and eliminate gaps in the knowledge, skills and abilities of schoolchildren. Besides analyzing such mistakes the research was aimed at considering the geographical mistakes made by schoolchildren, as well as reasons for them and ways of elimination. The following principal research methods were used to achieve this aim: theoretical analysis of geographical, psychological and pedagogical literature on the problem under study, statistical, and pedagogical analyses. The authors have highlighted common types of geographical mistakes. All the recurrent mistakes made by schoolchildren at the exam can be divided into four groups associated with: work on cartographic material, misunderstanding of cause-and-effect relationships, misformulated conclusion or incorrect analysis, and incorrect spelling or pronunciation of the names of geographical objects. The following conclusions on the reasons of geographical errors were made: low demand for the 6-8 grades educational material in senior grades; lack of knowledge of geographical terms; misunderstanding of the role of geographical location for the development of the territory; the laws of development of nature and social economic processes and phenomena. The results obtained have certain significance for both future graduates planning to take the Unified State Exam and considering field of geography as their future profession, and geography teachers in comprehensive schools.

Realization of author’s program of developing artistic abilities of schoolchildren on basis of continuity

The definition of abilities and their correct development act as one of the most important pedagogical tasks that require special attention, solution, approach, especially during the period of changes in the content of the educational process connected with its reform. According to the author, to update educational approaches related to improving the effectiveness of the educational process, it is necessary to pay attention to the development of author’s training programs. They will control planned and systematic activities of all participants in the educational process, regardless of the form of its organization. The article considers the main provisions of the author’s program that contribute to the development of the artistic abilities of schoolchildren in the conditions of modernization and reform of modern Russian education, including the changes caused by COVID 19. The author’s program is designed to expand the content of the concept of the continuity of secondary vocational and higher education. Its structure includes content components of general education and training of future designers and teachers of technology and design in multilevel professional education as potential directions for its development in the context of global challenges.