Pupils Of Age Research Articles

Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11

We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.

PREVALENCE OF CHILDHOOD OBESITY AND ITS SOCIO-PSYCHOLOGICAL EFFECTS ON PRIMARY SCHOOL CHILDREN IN THE CAPE COAST METROPOLIS, GHANA

Childhood obesity is a major public health concern around the globe as it is associated with adverse consequences such as psychological problems, lower educational attainment, and a high risk of health challenges later in life. The study investigated the prevalence of obesity and its socio-psychological effects on primary school children in the Cape Coast Metropolis, Ghana. Interview schedule and interview guide were used to collect primary data from 317 pupils and 24 teachers respectively from public and private schools in 2018. Microsoft Excel software (version 2013) was used to analyse quantitative data while content analysis was used for qualitative data based on themes. The result indicated that the overall prevalence rate was five percent. Prevalence of obesity was higher in private schools than public schools while that among male pupils was higher than their female counterparts. Pupils of age 11 years were at higher risk than those at age nine years. The socio-psychological effects on the affected children included stigmatization, exclusion from taking part in some competitive activities, inactive and often slept during lessons. The school authorities should collaborate with the Metropolitan Directorates of Education and Health to manage obesity in the schools. They could invite health experts to educate school management, teachers, pupils, and parents on support systems for managing childhood obesity.

Space for Media and Digital Literacy in the Context of Primary Education

The contribution focuses on current questions and issues in the area of mass media influence on the behaviour of pupils of a younger school age in Slovakia. It offers partial results of research that appeal not only to the importance of implementing media education into primary education, but also show the real status of teachers’ readiness in the area of digital and media literacy. Research was quantitative-qualitative and in addition to the questionnaire method was realised interviews with headteachers of schools and focus interviews with the pupils. The aim of our research probing was to find out the contemporary state of the implementation of the media education into the education process as well as preparation of the teachers in the educational practices in regard to the specific sphere. Research is currently continuing to diagnose the digital literacy of teachers and future teachers in Slovakia.

Методика розвитку фізичних якостей в учнів молодшого шкільного віку засобами рухливих ігор

The article is devoted to the research of the problem of development of physical qualities in pupils of primary school age by means of mobile games. The aim of the article is to analyze the scientific literature on the researched problem and to reveal the methods of development of physical qualities in primary school students by means of moving games. Physical, or motor, qualities are explained as indicators of the child's mobility. Their development occurs continuously during the growth and development of the child, but unevenly. Active motor activity promotes faster, and most importantly – more harmonious maturation of morphological structures and functional systems of the student's body. With the help of physical exercises and moving games, you can actively influence the process of development of physical qualities of the student, to manage their development. Carrying out a comprehensive approach to the formation of physical qualities of primary school children, it is necessary to pay attention to the development of speed, agility, endurance and flexibility, ie those qualities that are most actively developed in primary school students. A significant place in the child's play activities are occupied by games in which various motor actions in the form of walking, running, jumping, etc. are performed. Moving game is defined as one of the main means and methods of physical education and is used mainly at the stage of consolidation and improvement of motor skills. Its value lies in the fact that the mobile game evokes positive emotions, feelings of satisfaction, cheerfulness, activity, has a positive effect on the mental and physical development of the preschooler, contributes to the enrichment of motor experience of students. The purpose of moving games is to develop physical perfection in the form of physical qualities, strengthen health and shape the personality of students. A method of developing physical qualities in primary school students based on the use of moving games has been developed.

Navike u ishrani i status uhranjenosti školske dece u gradskim i seoskim sredinama

Objective. Proper nutrition means satisfying organism's needs for daily intake of energy and adequate amount of nutritional and protective substances which are essential for maintenance of physiological functions of organism and health. The aim of this study was to determine eating habits and nutritional status of school children. Methods. The research was designed as a cross-section study. It was carried out in primary school "Sveti Sava'' in Foča and primary school "Sveti Sava'' in Gacko, branch in Avtovac. The study included 110 pupils aged from 10 to 14 years. As a measuring instrument, anthropometric measurements (height and weight) were used as well as a questionnaire. Results. The questionnaire included primary school pupils of different gender and age. Among the respondents, there were 66 (60%) boys and 44 (40%) girls. Most of the pupils (80,9%) had normal body weight, 48 (43,6%) boys and 41 (37,3%) girls. Among overweight pupils, there was statistically significant larger number of male pupils who were overweight in comparison with female pupils (=8,490; p=0,037). Also, there was statistically significant larger number of overweight pupils from urban environment in comparison with pupils from the rural one (ch2=8,614; p=0,035). Most of the pupils regularly have breakfast (50,9%). There is statistical significance in that larger number of children from urban environment consume fast food daily in comparison with children from rural environments (ch2=10,187; p=0,006). Conclusion. Eating habits of the elementary school children are not satisfying, being reflected in frequent skipping of breakfast, overconsumption of sandwiches, snacks and candies, while healthy foods, such as fish and vegetables are deficient in nutrition.

ADAPTATION OF THE EDUCQTIONAL-SCIENTIFIC TEXT: THE SUBTEXT OF OLD KNOWLEDGE

An article of philological orientation, as it is a discursive analysis of the text of scientific style. Educational and scientific text is considered as a system of subtexts. Each subtext implements its cognitive task in the text. The purpose of the article is to study the essence of adaptation of the educational-scientific text to the educationalpedagogical situation. The article reveals the scope of the concept of “subtext of old knowledge”. Scientific novelty. Educational and scientific text is a kind of scientific style. This originality is expressed in the content complexity of information, complication or simplification of the text structure. It is noted that the educational and scientific text focuses on the mass of the recipient of information, and that is why it is variable in volume. In the texts of the textbooks we study there is a simplified presentation of scientific material that removes meaningful difficulties, while the form of the secondary text does not differ much from the form of the derived text. As a conclusion, the article emphasizes the basic principles of the concept of “subtext of old knowledge” in the educational and scientific text. Ways of adaptation of the subtext of old knowledge to age and psychological features of pupils are allocated and analyzed. Textbooks on theoretical grammar of Slavic, Romance and Germanic languages from the standpoint of adaptation of the subtext of old knowledge are analyzed.

Домінантні параметри професійної підготовки здобувачів вишу з методико-математичного спрямування в умовах наступності дошкільного закладу і нової української школи

The article reveals the dominant parameters of professional training of prospective teachers, taking into account the modern requirements of the New Ukrainian School concept, the Basic component of preschool education and the State Standard in Ukraine. The main scientific researches on this relevant issue are systematised and analysed. The definition of the concept of “competence” is given, the key requirements to the parameter “mathematical competence” of both children of senior preschool age and primary school pupils are allocated. The significance of the methodological vector as an important component of implementing the New Ukrainian School concept is proved. The tendency to develop fundamentally new approaches taking into account the principles of cooperation of pedagogical science and practice, continuity in professional training of prospective teachers for preschool institutions and primary school is determined. A brief description of the results of the study is given by observing the work of students while pedagogical practice, as well as the results of their questionnaire in order to study the needs and problems in obtaining educational services in the process of training. The possibilities of introducing modern technologies of a methodological nature and new parameters in the professional training of a primary school teacher and a teacher of a preschool institution are highlighted, taking into account the requirements of the continuity of preschool and primary education.

Distribution of Pupil Offset and Angle Kappa in a Refractive Surgery Preoperative Population of 750 Myopic, Emmetropic, and Hyperopic Eyes.

To report the distribution of pupil offset and angle kappa in 750 myopic, emmetropic, and hyperopic eyes presenting for refractive surgery. A retrospective study included 750 consecutive eyes screened for corneal refractive surgery between January 2006 and February 2013. The eyes were divided into three equal groups based on manifest refraction spherical equivalent (SEQ): emmetropic group between -0.25 and +0.50 diopters (D) and cylinder up to 1.00 D, myopic group greater than -0.50 D, and hyperopic group greater than +0.50 D. Angle kappa was measured with the Orbscan II software (Bausch & Lomb, Inc) and pupil offset defined as the distance at the corneal plane between the corneal vertex and the pupil center. Correlations with SEQ, cylinder, scotopic pupil diameter, average keratometry, and age were performed. All results are reported for myopic, emmetropic, and hyperopic groups, respectively. Mean SEQ was -4.84 ± 2.89 D (range: -0.88 to -14.00 D), +0.21 ± 0.23 D (range: -0.25 to +0.50 D), and +2.44 ± 1.58 D (range: +0.63 to +7.75 D). Mean pupil offset magnitude was 0.27 ± 0.14 mm (range: 0.00 to 0.68 mm), 0.34 ± 0.14 mm (range: 0.02 to 0.78 mm), and 0.39 ± 0.13 mm (range: 0.07 to 0.75 mm). Mean pupil offset X-component was -0.18 ± 0.18, -0.28 ± 0.16, and -0.34 ± 0.15 mm (temporally displaced from the corneal vertex). Mean pupil offset Y-component was 0.06 ± 0.15, 0.03 ± 0.16, and 0.01 ± 0.16 mm (superiorly displaced from the corneal vertex). Multivariate linear regression for pupil offset magnitude found statistically significant variables were SEQ, cylinder, scotopic pupil diameter, and average keratometry. For pupil offset X-component, significant variables were SEQ, cylinder, and scotopic pupil diameter. For pupil offset Y-component, significant variables were SEQ and scotopic pupil diameter. Mean angle kappa was 5.28 ± 1.49°, 6.14 ± 1.44°, and 5.77 ± 1.29°. Contrary to common belief, a pupil offset is present in the vast majority of eyes regardless of refractive error, with the mean temporal offset of at least 0.18 mm. Confirming previous studies, the largest pupil offset was found in the hyperopic group. However, there was also a wide range of pupil offset in myopic and emmetropic eyes. Correlations with SEQ and keratometry support the theory that pupil offset is also correlated with axial length. [J Refract Surg. 2021;37(1):49-58.].

A VIEW ON THE LEVEL OF READING STRATEGIES OF THE SELECTED GROUP OF FIFTEEN YEARS OLD UKRAINIAN PUPILS

The paper presents results of the quantitative research on the level of reading strategies of fifteen years old pupils from Kyiv and Chernihiv region and their comparison with the results of Czech pupils of the same age (Vicherková, 2018). The research sample consisted of 121 subjects. The research data were obtained through the structured questionnaire. The main conclusion of the research is that Ukrainian pupils consider themselves reading literate. However, the fact contradicts the actual level of their reading strategies. The questionnaire items categorisation delimited the main factors influencing the fifteen years old Ukrainian pupils' level of reading strategies as well as the reading strategies level of the fifteen years old Czech pupils.

The Obligation to Attend Religion Classes as a Manifestation of Special Institutional Authority

This paper is devoted to the issue of acceptability of defining religion classes as a compulsory subject in public schools run by religious legal persons. However, while taking into account the achievements of the ecclesiastical law doctrine, the author analyzes this issue from the point of view of the administrative law and indicates the possibility of appropriately applying to this case the regulations pertaining to public establishments and the special institutional governance. In realizing the established research goals the author considers such issues as a school as a public establishment, requirements regarding running public schools, the legal character of statutes of schools or the unique characteristics of the schools run by denominations having legal personality. As a result of the conducted legal analysis the author concluded that when taking into consideration the voluntariness of attending religion classes it is acceptable to, under the special institutional governance, recognize religion classes as a compulsory subject in the public schools run by entities other than local self-government units. However, such possibility exists only when there is no catchment area established for such schools which results in the voluntariness of selecting such schools as a place of realization of compulsory schooling as well as in the prospect of selecting a different public school in which parents or pupils of legal age may resign from attending religion classes.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

Studying phenological phenomena in subarctic biomes with international school pupils as citizen scientists.

Citizen science can facilitate in‐depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school‐based citizen science project Phenology of the North Calotte. Its primary goal is to introduce pupils (age 12–15; grades 7–10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project‐based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open‐source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school‐based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long‐term retention of pupils/schools in the program. Project‐based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers.

The impact of music making outdoors on primary school aged pupils (aged 7\u201310\xa0years) in the soundscape of nature from the perspective of their primary school teachers

The benefits of taking pupils’ learning outdoors have been widely reported around the world. However, it is argued the simple act of stepping outside the classroom does not inevitably bring rewards. This study examines teachers’ perceptions of the impact of primary school pupils’ music-making in various outdoor rural locations. It analyses qualitative data from semi-structured interviews with seven teachers from six different primary school classes, who observed their classes as they took part in the music-making. The validity of the teachers’ perceptions is triangulated with evidence from semi-structured interviews with six groups of children from the six different classes. The analyses show the teachers perceived that the space, the new soundscape and the close contact with nature afforded by the different locations engendered enhanced experimentation and expressiveness. The teachers suggested that, as a result, the children became immersed in, and focussed on, their music-making. The study suggests teachers identify potential benefits for children aged 7–10 years in making music in outdoor locations. We conclude greater phenomenological, body-focussed understandings in education and an increased awareness of somaesthetic perspectives may be beneficial for teachers to explore in pupils’ music- making and in other creative areas of the curriculum.

Скринінг-діагностика школярів як інструмент для визначення ризику виникнення неінфекційних захворювань у навчальному колективі

Determination of risk factors due to the irrational daily regimen or its individual elements and projection the system of preventive measures onto a specific team, which differs in learning conditions, region of residence and, accordingly, a certain level of morbidity, is one of the most effective methods of prevention. The aim of the study was to determine the risk factors associated with violations of the daily regimen which lead to chronic non-communicable diseases. Using the Chi-square test according to the McNemar’s method, authors estimate the influence of violations of certain elements of the daily regimen and a healthy lifestyle on the level of pathological affection among pupils of secondary school age. By means of multiple correlation analysis authors revealed the leading pathology in the educational team in relation to the risk of the formation of non-infectious diseases, and the structure of pathological damage was represented by diseases of the circulatory system, the visual organ and adnexa, the endocrine system in the first rank positions. Based on the analysis of the elements of the daily regimen and the prevalence of its violations, a set of measures for its correction was formed, consisting of 6 blocks («Night sleep», «Hardening», «Physical activity», «Nutrition», «Visual load», «Free time»). The analysis of these measures established their maximal efficiency for neurological pathology, diseases of the cardiovascular system and respiratory organs — precisely those that occupy the first rank positions in the structure of the prevalence of childhood diseases. The development of a procedure for the timely detection of pathological conditions and the organization of effective target primary prevention of non-infectious diseases in a particular educational team with appropriate risk factors due to violation of the daily regimen becomes a significant way to reduce the level of morbidity among pupils.

Measuring Pupils’ Attitudes Towards Socioscientific Issues

This paper presents the results of a large-scale study to validate a questionnaire that measures pupils’ attitudes towards socioscientific issues (the PASSI questionnaire). We define socioscientific issues (SSI) as those topics that are about complex societal and technological developments that may induce ethical dilemmas. In this study, the term attitudes describes a combination of attitude components that relate to pupils’ engagement with SSI. Based on a literature review within social and educational psychology and sociology, on topics such as attitude development, scientific citizenship, social or civic engagement, and SSI teaching and learning, we developed a framework that describes several underlying components of pupils’ attitudes towards SSI. These components were translated into nine scales that comprise the PASSI. Results of a validation study among 1370 pupils (age 8–15), using exploratory factor analyses on subsample 1 and subsequently confirmatory factor analyses on subsample 2, indicated an eight-factor structure that showed good convergent and discriminant validity. Furthermore, the PASSI instrument showed adequate measurement invariance for boys and girls, pupils in primary and secondary education, and for pupils at different secondary educational tracks. The results are discussed in terms of directions for future research to further investigate the validity of the PASSI questionnaire. To conclude, the PASSI questionnaire validly measures eight attitudes towards SSI and could serve as a tool that raises awareness of pupils’ engagement with SSI. It can be used by researchers and teachers as a diagnostic instrument, to compare groups, and to study effects of SSI education.

LEARNING STYLES IN PUPILS OF PRIMARY SCHOOL FINAL GRADES

Learning styles are a concept that occupies an increasingly important space in pedagogical theory and practice with the aim of improving short-term and long-term teaching outcomes. Kocinski (1984) defines a learning style as the way a person learns most often or the way she/he learns best. In this paper, we have paid special attention to learning styles in pupils in the final grades of primary school, and to what extent the representation of learning styles in pupils depends on gender, age and school success that pupils achieve in learning. In the research, we have used modified diagrams of Kolb’s model dividing learning styles into: activists, thinkers/reflectors, theorists, and pragmatists. The sample has consisted of 802 pupils in the final grades of primary school (seventh, eighth and ninth). We have started from the assumption that certain differences exist in the representation of learning styles depending on the gender, age and success of pupils. The obtained results have shown that the given hypothesis has been partially confirmed. Differences in learning styles among pupils depending on their gender have been found in those who use activist’s style and thinker’s/reflector’s style. A significant difference in the representation of learning styles in pupils depending on age has not been registered, while the difference in the representation of learning styles in pupils regarding school success has been found in pupils preferring the style of theorist and pragmatist. The obtained research results will serve the purpose of improving the efficiency of the acquisition of acquired knowledge, and indicate which of the learning styles should be encouraged in pupils. Article visualizations:

ЗМІСТОВО-МЕТОДИЧНІ ОСОБЛИВОСТІ ОЗНАЙОМЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ПРАВИЛАМИ ПОВЕДІНКИ У ГРОМАДСЬКИХ МІСЦЯХ

In the article, the theoretical and practical analysis of the psychological, pedagogical and methodological sources on the problem of acquainting the younger schoolchildren with the rules of conduct in the public places is provided. The essence and content of the concept “rules of conduct in the public places” are defined. The content and methodological approaches to acquainting pupils of the younger school age with the rules of conduct in the public places are established. In the primary school, the children must be taught to perform the rules of conduct in school, on the street, and in public places. The teacher must form such unity of knowledge, skills and habits which would contribute to the acquisition of the steady behavior, and formation of the certain features in an individual. It is important to involve the younger schoolchildren to the activity, which is a part of child’s everyday life and is executed systematically. Play situations suit mostly for the work on formation of the children’s culture of behavior in the public places. The content, forms, methods and means of acquainting the younger schoolchildren with the rules of conduct in the public places were characterized. The structure and content of the author’s project “Travelling to the country of good manners” were represented. The relevance of the project is that teaching children the rules of conduct in public places in modern conditions of education requires new methods of presenting educational information. The play methods of education suit the best for the younger schoolchildren. The project will help to expand children’s vocabulary through the use of the new important words and stable expressions; the children will consolidate all necessary cultural rules and norms of conduct and master the good manners, tact and tolerance; children will learn to use their knowledge, skills and habits in the real life situations, and show their kindness, care, respect for peers and adults; children will acquire the abilities to analyze own and other people’s negative behavior. Play tasks help to reduce the aggressive behavior in the children, and increase the consciousness control of the negative emotions during different situations; children will learn the habits of behavior in the theater, store and other public places and transport.

Discovering significant peculiarities of pedagogical conflict: theoretical aspect

The article deals with the generalization of the points of view of scientists on the essence of the notions “conflict”, ”pedagogical conflict” depending on their scientific approach for investigation. The integrative approach to the definition of these notions that unites into a single whole several other approaches (situational, personal, and motivational) was analyzed. Different approaches of scientists were examined as for the typology of conflicts. It has been estimated, that in the scope of pedagogy different classifications of conflicts are available where the content, importance, the sphere, duration of conflicts, direction, character of appearance, the structure of relationships, consequences, functions, socio-psychological effects, social results are taken into consideration. It is assumed, that the notion of pedagogical conflict includes different forms and methods of contradiction, tension in relations, explicit and hidden struggle. The functions of pedagogical conflicts in regulating interpersonal and intergroup relations were focused on (positive, negative); the reasons of pedagogical conflicts in high educational establishments (socio-economic, socio-psychological, psychological, organizational-pedagogical); the direction of the development of conflictological competence of a teacher (age and individual peculiarities of pupils, self-control of teacher’s behavior, the knowledge of pupils’ psychology and modern methods of teaching and upbringing of pupils).

The Мethodical Model of Teaching Songs by Ear and Its Effects on the Development of Students' Vocal Abilities

The purpose of this paper was to verify the studied phenomenon (application of the vocal warm up exercises model, as well as the designed and planned methodical approach to learning songs by ear) by using an experiment with parallel groups. The subject of this study was to determine whether it was possible to influence the quality of singing and develop the vocal skills of younger school age students by implementing a planned and directed methodical approach to learning songs by ear. In order to check the effects of the implementation of the methodical model, the SAVS instrument (Scale for the Assessment of Vocal Skills, Jeremić, 2011, p. 281) was used, subtests I, II, III, IV and V (with equivalent forms for the initial and final assessment). In the comparison of groups in relation to vocal skills, a general linear model was used, and in particular a multivariate analysis of covariance with repeated measures (MANCOVA with repeated measures). The sample of this research consisted of second grade students of elementary schools in Sombor and Kikinda, Serbia. The tests of within subject effects showed that the two groups differed in their level of vocal skills, when the average of the two measurements was observed F (1) =11.424, p=.001. Key words: methods; music education; singing; younger school age pupils.

THE SOCIAL ASPECT OF THE USAGE OF PUPILS' SELF-EXPRESSION SKILLS ACQUIRED WITHIN MUSIC EDUCATION

Aim. The aim of the research is to study the usage of primary school pupils’ self-expression skills acquired within music education in various social contexts.
 Methods. Theoretical research method – the analysis of literature, empirical data acquisition method – questionnaire. Statistical data processing has been carried out in IBM SPSS 23 programme, using the following data processing methods: frequency analysis; Mann-Whitney U test for the comparison of two independent groups; Kruskal-Wallis test for the comparison of three or more independent groups; Kendall rank correlation coefficient for the assessment of associations between two variables.
 Results. In the development of self-expression skills, an important aspect is the social performance criterion that is based on pupils’ need for self-expression in a social environment of practising music. Age and gender-based correlations in the assessment of a self-expression skill criterion "Social performance" indicate that with age pupils become more independent and engaged in music-related social activities. Girls are socially more active and emotional and engage in artistic activities more often. The research confirms the role of teachers in the development of pupils’ self-expression skills, promoting integration of formal and informal learning process and transformation in formal and informal learning environment.
 Conclusions. The dynamics and interactions of self-expression skills’ development factors (social, emotional and intellectual) defines pupils’ individual self-expression skills and development tendencies. Self-expression is important for pupils in social aspect, as it is related to socialisation in microenvironment (family) and macroenvironment (friends) and affects cooperation and communication.