Abilities Of Primary School Children Research Articles

School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children

Study purpose. This study aimed to determine the impact of school Physical Education programs on well-being and cognitive ability (CA), as measured by mathematics achievements, in primary school children. Materials and methods. The study participants selected from three schools were 100 girls and 102 boys aged 9–10 years. According to Kliziene et al. (2022), the CA diagnostic test for mathematics in Grade 4 is grounded in Feuerstein and Lewin-Benham’s (2012) dynamic cognitive modality assessment theory, as well as the General Curriculum for Primary Education approved by the Minister of Education and Science of Lithuania (ISAK-2433, 2008). This test designed for learners in Grade 4 encompasses mathematics. The study aimed to assess the level of enthusiastic well-being by examining three primary dimensions: somatic anxiety, personal anxiety, and social anxiety. To measure anxiety, the Revised Children’s Manifest Anxiety Scale (RCMAS) was used, which consists of 37 items, with 28 of them assessing anxiety and the other 9 measuring the child’s defensiveness. In this study, a pre-/post-test experimental methodology was used to avoid any interruption of educational activities, due to the random selection of children in each group. The methodology depended on dynamic exercise, intense repetition of motor skills, differentiation, seating and parking reduction and physical activity distribution in the classroom model. Results. The CA diagnostic test was analyzed in terms of the learners’ levels of achievement (satisfactory, basic, advanced) and cognitive functions. The systematic exploration function was used to achieve systematic, non-impulsive, planned behavior when collecting data or checking information. There was a strong difference between students at the satisfactory and advanced levels in the ability to orient themselves in space and follow directions (score for boys, Post-test 2.53 (0.25) points; for girls, Post-test 2.91 (0.32) points out of a maximum 4 points; p<0.05). After the school PE program, the personality anxiety results decreased for both boys (2.68 ± 0.98 points) and girls (3.41 ± 0.55 points) (F = 4.98, p < 0.05, P = 0.729). Conclusions. Overall, the physical education program implemented in this study was found to have a positive effect on the psychological well-being of 9–10-year-old children, specifically in reducing somatic anxiety, personality anxiety, and social anxiety. Additionally, it was observed that the program led to statistically significant improvements in the children’s cognitive abilities across nine functions, including spatial orientation, sequencing, recognition of relationships and patterns, and information processing.

Воспитательная деятельность как ресурс сохранения и укрепления психологического благополучия младших школьников

<p>The task of preserving and strengthening the psychological well-being of schoolchildren has become relevant due to its formulation in the main normative documents regulating the content and organization of education. The structure of psychological well-being is considered from the point of view of developing the abilities of primary school children to personal growth, the ability to set goals, the ability to empathy, cooperation, autonomy, self-acceptance and effective management of life circumstances. The risks of psychological well-being due to being in unfavorable life circumstances, as well as the negative consequences of uncontrolled digitalization of the child’s living environment are presented. The advantages of a system-activity approach to the organization of educational work are substantiated. Education, designed and implemented as an activity, can become the main resource for the psychological well-being of students. Teacher training for educational activities at the stage of study at the university should be based on the scientific foundations of psychology and pedagogy and take into account current trends in the social and personal development of school children.</p>

Attachment Styles and Language Performance in Middle Childhood; Investigating the Predictive Potential for Clinical Diagnosis

Objective: By exploring the language abilities of primary school children in attachment narratives and uncover potential associations between attachment styles and expressive indicators, this study investigated whether language performance can serve as a primary predictive measure for diagnosing attachment styles and injuries, particularly in cases where traditional assessment methods fall short. Methods and Materials: This descriptive and qualitative research involved a statistical population of 100 elementary school children selected through random sampling from four locations in Tehran between 2017 and 2019. Attachment styles of the children were assessed using the Finzi questionnaire. Subsequently, two story prompts devised for Iranian children, following the MacArthur Story Completion approach, were administered according to the prescribed protocol. Qualitative coding was employed to analyze all stages of recording, implementation, and children's language performance. Then, the frequency of codes within each attachment style was assessed. Findings: "Speech coherence" emerged as a significant indicator for secure children, while avoidant children displayed "briefness of expression" and "avoidance of response." Anxious children exhibited "talkativeness," "jumping from branch to branch," and "argument slippage," while disorganized children demonstrated "inability to respond" and "ambiguity" as key traits for early diagnosis of attachment style. Furthermore, only disorganized children showed a noticeable difference in the number of words expressed between the two stories. The primary distinction between these stories pertained to the presence of threats from parents or strangers. Conclusion: This study suggests that attachment styles can be predicted through language performance within this sample size. Specifically, "talkative" in anxious attachment style, "avoidance of response" in avoidant attachment style, and "ambiguity and confusion" in disorganized attachment style are noteworthy indicators. Expanding the research to a larger sample size is likely to yield more precise results.

Beliefs of general classroom and music specialist teachers in Hungarian primary schools regarding the development of musical abilities in children

One of the most important issues in music education is the development of children’s musical abilities, which are in turn impacted by teachers’ beliefs. The purpose of this study was to investigate the beliefs of general classroom and music specialist teachers in Hungary about the development of the musical abilities of children. A total of 176 general classroom teachers and 272 music specialist teachers participated in the research process. Data were collected using an online questionnaire method. SPSS was used to process data using quantitative methods. The researcher used descriptive statistical methods (frequencies, means, standard deviations) for data analysis, and inferential statistics—independent samples t test, Pearson’s correlation, and factor analysis (Maximum Likelihood method, Oblimin rotation)—to examine differences and correlations between variables. The results indicated that teachers cognitively organize musical abilities differently from the Hungarian National Core Curriculum content. Moreover, the study observed several differences among the beliefs of general classroom and music specialist teachers regarding the level of development of musical abilities of primary school children. A significant correlation was noted between the teachers’ qualifications, practice, and length of instrumental learning, and their beliefs about developing musical abilities in children. One main educational implication emerged from the results was the importance of modification of beliefs for educating teachers in university courses, which poses a major problem because changing teachers’ beliefs is a complex process.

Technique of “voicing cartoons” as a means of developing the linguistic abilities of schoolchildren

The article discusses one of the most important problems of modern primary school – the development of linguistic abilities of students. The choice of the research topic is due to the fact that linguistic abilities are one of the key components of successful language education and instruction in general. The purpose of this paper is to reflect upon the level of development of linguistic abilities of primary school children and to present the method of using the technique “scoring (voicing) of cartoons” (dubbing is the process of video sound accompaniment, carried out separately from image shooting), contributing to the development of these abilities. To solve this problem, the following methods were used: an analysis of pedagogical and linguistic-methodical sources, a comparative analysis, generalization of pedagogical and linguistic-methodical data obtained in the study of primary sources. In this paper, we will consider the possibilities of using the technique of “scoring of a cartoon”, aimed at improving the linguistic abilities of younger students (age of children - 9 years, students 3 grade; study English for the second year). The results of the experimental work confirm the hypothesis and indicate that the use of scoring of videos will contribute to a more effective development of linguistic abilities of younger students.

Features of the formation of the structure of physical fitness of primary school children and the development of its main components

This article deals with pedagogical problems of theory and practice of physical education of primary school children. The structure of physical fitness of 8-9-year-old children is analyzed. The level of physical fitness of a person largely determines his physical and mental health, ability to work, success in professional activities. The conducted theoretical analysis convincingly shows that one of the pedagogical conditions for effective education of physical abilities is a system of rational planning of pedagogical actions taking into account sensitive periods and features of age development of children. In the structure of physical fitness of children of primary school age, its components are quite clearly defined - strength and speed-power abilities, motor skills and endurance, flexibility and agility. As you know, these components are interconnected and interact and change with age. When studying the structure of physical training of primary school children, factor analysis is used, which allows to obtain information about the main factor in the structure of physical fitness and the influence of certain factors on the age formation of physical abilities of primary school children. It is established that in preschool and school age in the period of active growth and development, the effectiveness of physical training can be achieved under the condition of appropriate physical activity, features of age development of physical abilities. The development of technologies for planning the means of electoral orientation can be carried out in two directions - the study of sensitive periods in the development of individual physical abilities and their relationships using correlation or factor analysis. Due to the fact that the physical fitness of children 8-9 years of age is insufficiently studied, and there is no information about the planning of pedagogical activities of electoral and complex orientation, we conducted research in which these problems were solved.

The relationship between nutritional status and intellectual ability of primary school children in southern cross river state–nigeria

The purpose of this study was to determine the relationship between the nutritional status and intellectual ability of primary six (6) pupils in Southern Cross River State-Nigeria. The ex post facto research design was used in carrying out the study. The sample size consisted of five hundred and seventy nine (579) public primary schools in Southern Cross River State using stratified random sampling technique. The instrument used for this study was an intelligence test consisting of 29 items divided into four sections A-D. Pearson’s product moment correlation co-efficient was used in analyzing the result. The correlation coefficient value between them is 0.809. It is therefore recommended that primary school proprietors, administrators, even parents and government should put machinery in place to provide quality food to maintain good nutritional status of their pupils to enhance good intellectual abilities.
 Key word: Nutritional Status, Intellectual status, primary school.

Assessment of strength abilities of primary school children with spastic diplegia in the process of adaptive physical culture classes

Relevance. According to current statistics for 2022, there are already more than 730 thousand children with disabilities in the age group from 0 to 18 years. Based on these data, it is obvious that every year in the Russian Federation there is an increase in the growth of disability among the child population.The purpose of the study: to assess the development of strength abilities in children of primary school age with a diagnosis of spastic diplegia in the process of adaptive physical education classes based on the use of strength exercises for children of this contingent.Methods and organization of the study: The study is based on the application of the author's methodology developed by Ph.D., Associate Professor S.A. Drobysheva. This technique includes means aimed at the formation of psycho-emotional contact with the child, the improvement of household self-service skills, the development of new motor skills and abilities by performing strength exercises from various starting positions with the weight of one's own body and with weights.

DEVELOPMENT OF YOUTH'S CREATIVE ABILITIES SCHOOLCHILDREN BY BYOD TECHNOLOGY

Modernization of the modern primary education system of Ukraine is aimed at developing creative abilities of primary school students. Development of the creative abilities is one of the components of soft skills of an individual, they affect the successful establishment in society. A creative person is able to generate new ideas, think original, make non-standard decisions, confidently achieve their goals. Creativity is an integrative multicomponent quality that covers various areas of students’ activity. Due to the digitalization of the educational process, information and communication technologies are being rapidly implemented in primary school. Accordingly, the authors of the article analyzed the features of the use of innovative technology BYOD ("bring your own device") for the development of creative abilities of students, identified its positive aspects, outlined ways to use it by teachers. The purpose of the article is to reveal the educational potential of BYOD technology for the development of creative abilities of junior schoolchildren. An experimental study was conducted, the respondents of which were students of primary school in Vinnytsia region and determined the leading level of development of their creative abilities. The results of lessons observation in primary school on the use of innovative technologies for the formation of creative abilities of primary school students are analyzed. The results of the survey of primary school teachers on the use of innovative BYOD technology in the educational process are presented. It is proved that the use of smartphones in primary school lessons promotes the development of creative abilities of primary school children and their imagination, and change of the educational vector of primary school from reproductive learning to creative understanding of information and competent growth (formation of digital competence and organization of students’ independent research).

МЕТОДЫ ДИАГНОСТИКИ И РАЗВИТИЯ ПСИХОМОТОРНЫХ СПОСОБНОСТЕЙ МЛАДШИХ ШКОЛЬНИКОВ

The article is devoted to the theoretical analysis of the concept of psychomotor abilities and the peculiarities of their development in primary school age children. It has been revealed that such components of psychomotor abilities as the accuracy of spatial movements, the accuracy of muscle reproduction, the sense of time, and the preservation of body stability develop most intensively in primary school age. As a result of the theoretical analysis, it was found out that the age from 7 to 12 years is sensitive for the development of the accuracy of spatial movements in the joints, and the accuracy of reproduction of muscle efforts. From 8 to 10 years of age, the ability to assess the weight of objects and the ability to reproduce a given amount of muscle effort develops intensively. For the development of a sense of time, the accuracy of determining the time of performing a motor action, as well as maintaining the stability of the body, the entire primary school age is sensitive. The methods of diagnostics of psychomotor abilities used in the psychology of sports and physical education, including hardware methods and exercise tests, are considered. The advantage of using a test study of psychomotor abilities in school practice is substantiated. As a result of the analysis of the experience of practicing teachers, 5 tests-exercises for the study of psychomotor skills of younger schoolchildren were identified, which allow determining the features of the development of psychomotor abilities and are characterized by reliability and ease of use: a test for a sense of space, a sense of time, reaction speed, a sense of angle and a sense of muscular effort. A technique is presented that includes sets of exercises aimed at developing the psychomotor abilities of first-graders, which can be used in the preparatory part of a physical education lesson. The effectiveness of using exercises with objects and weights is substantiated. Complexes of exercises with weights and objects have been developed, aimed at developing the psychomotor abilities of younger schoolchildren. The article presents the results of an empirical study of the components of the younger schoolchildren’s psychomotor skill. It was found out that the sense of time, reaction speed, muscle feeling and sense of angle in the experimental group received significant positive dynamics. The results obtained indicate a significant increase in the productivity of the components of psychomotor abilities in the experimental class. The range of positive dynamics for all five tests is from 4 % to 48,1 %. The effectiveness of the proposed methodology for the development of psychomotor abilities of primary school children is proved.

Влияние способов организации учебных взаимодействий на развитие коммуникативно-рефлексивных способностей детей 6—10 лет

The features of the development of communicative and reflexive abilities of children aged 6—10 years, depending on the ways of organizing educational interactions, are discussed. Basic social competencies defined by the requirements of the current Federal State Educational Standard of Primary General Education are considered as indicators of the development of abilities in the learning environment. Based on the selected indicators, a variant of the “Puzzle” diagnostic method has been developed, which allows to study the relationship between the development of social competencies in younger schoolchildren, and the joint way they perform while solving experimental problems. A comparative analysis of students' social competencies allows to prove the influence of ways of organizing educational interactions on the development of communicative and reflexive abilities of primary school children.

Социокультурная функциональная грамотность как планируемый результат образования младшего школьника

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result
 of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its
 individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Социокультурная функциональная грамотность как планируемый результат обучения младшего школьника

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result
 of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its
 individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Using an Exergame in Inclusive Physical Education for Elementary School Children with Hearing Impairment: A Future Area of Research in Saudi Arabia

Over recent decades, the common understanding of hearing impairment has improved. People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessary motor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study. This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.

Back School Program: Development of Back Care Knowledge and Spine Disease Prevention and Trunk State Among 6-7-Year-Old Children

ABSTRACT. Introduction: The prevalence of posture deformities and muscle weakness among primary school children is high (50-65%). Objective: To assess and improve the back care knowledge and spine disease prevention, the strength of the trunk muscles, the flexibility of the lower limb muscles, the posture, and the lumbar motor control ability of primary school children by a 1-school year back school program. Methods: 102 (mean age: 6.549±0.500 years) children were examined at the baseline, and 48 (23 boys, 25 girls) were chosen for the program. Back care knowledge was examined by validated questionnaire, trunk muscle strength, and muscle flexibility by Lehmann tests, posture by New York Posture Rating Chart, and lumbar motor control by Sitting Forward Lean Test. Results: The complete back care knowledge (2.423±3.911, 19.115±2.833 points; p<0.001), trunk flexor (3.615±7.910, 56.885±113.748 sec; p<0.001), trunk extensor (8.962±5.963, 77.000±139.801 sec; p<0.001) static muscle strength, lower limb flexibility (p<0.001), habitual posture (53.846±10.130, 81.154±9.829 points; p<0.001), posture deemed correct 40.962±16.311, 91.346±6.566 points; p<0.001) and lumbar motor control (8.269±5.474, 0.154±0.368 mm; p<0.001) significantly improved in the intervention group for the end of the program. Conclusions: The back school program improves the back care knowledge and the trunk state among 6-7 years old children.

Mathematical calculation ability of primary school children: A comparative study between Ghana and China

The study explored the development characteristics of primary school children’s calculation ability in Ghana and China and compared the differences between the two countries. Participants included 128 pupils from primary schools in Shaoxing City of China (female = 46.88%; mean age = 8.89 years, SD = 1.33 years), and 100 pupils from primary schools in Accra city of Ghana (female = 49%; mean age = 8.33 years, SD = 1.88 years). The children completed the 50-item Basic Arithmetic Tasks test of calculation fluency and accuracy. Results show that calculation fluency scores had a significant interaction effect between grade and country. There were significant differences between Ghana and China in calculation accuracy scores of different grades, with Chinese students scoring higher. We speculate differences in the cultural instruction setting to explain these findings, in that Chinese students may have more support from teachers and parents in their mathematics learning.

Motor Skills Performance of Children with Hearing Impairment using Different Modules and Physical Education Setting

Over recent decades, the common understanding of hearing impairment has improved. People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessarymotor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study. This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.

Developing Intercultural Competence As A Strategic Goal Of English Language Teaching At Primary Schools

This article presents the problem of developing the ability of primary schoolchildren for the dialogue of cultures and to substantiate the concept of intercultural ability, or the ability to intercultural communication. Within the framework of this concept, primary foreign language education is interpreted as “a method and purposeful process of development and self-development of the personality of a younger student and his abilities for intercultural communication by managing a teacher and his educational activities, aimed at cognition and self-education, at revealing the potential of a student in the process of mastering a foreign language speech activity as a new way of communication in terms of interaction with a teacher, peers, including native speakers ”[3, p. 97].

Project activity as a condition for the development of creative abilities of primary schoolchildren

Project activity as a condition for the development of creative abilities of primary schoolchildren

Обучение младших школьников умению создавать сказки

The article reveals the content of the work on the development of creative abilities of primary schoolchildren in the Russian language lessons and literary reading in the process of creating children own texts in the genre of fairy tales. Using specific examples, we consider the methodological conditions and techniques for effectively teaching younger students how to write fairy tales, and provide examples of texts in this genre.The creative works of primary schoolchildren in the Komi Republic are presented.