Development Of Primary School Children Research Articles

Let's Hear Children's Emotions: The Play-Based Psychoeducation Program for the Socio-Emotional Development of Primary School Children

The acquisition of empathy, emotional literacy and prosocial skills is important for children's social, emotional and moral development. If these skills are supported through play in children, their acquisition will be faster and easier. Therefore, in this study, the Play-Based Socio-Emotional Psychoeducation Program including empathy, emotional literacy and prosocial skills was prepared and its effect on children was examined. The present research was the pretest-posttest quasi-experimental study. The sample of the study consisted of primary school students between the ages of 7-10. 23 children were included in the experimental group and 23 children were included in the control group. An average of 45 minutes of practice was applied to the experimental group for 10 weeks. The findings of the study showed that there was an increase in empathy, emotional literacy, and prosocial skills of the children in the experimental group after the application, but there was no change in their behaviors. These results provided evidence that the program was effective on these skills. It can be said that the current study will shed light on field workers and the play-based psychoeducation program will be an effective program that they can integrate into their practices.

DESCRIPTION OF PHYSICAL DEVELOPMENT INDICATORS OF PRIMARY CLASS BOYS OF ANDIJAN REGION

The processes of growth and development of the organ system at different ages of the organism are of particular importance. The level of growth is significant, and obvious differences in the morphological and physiological indicators of the organism are noticeable at the junior school age. It is of great importance to study some indicators of morphological physical development and health indicators of elementary school boys. In this article, the indicators of physical development of primary school children of the 5th general school in Kurgantepa district of Andijan region were taken and statistically analyzed. Based on the obtained results, relevant suggestions and conclusions are given.

HEALTH METHODOLOGY FOR REDUCING ANXIETY AND SUPPORTING THE FUNCTIONAL HEALTH OF CHILDREN

The health deterioration of children in Ukraine largely depends on such factors as economic instability in the country, environmental pollution, poor nutrition, lack of health intervention. A particularly important factor is the lifestyle. Health is an integral characteristic of an individual and determines the quality of life. Preservation and strengthening of student’s health, the increase of motor activity level, development and further improvement of basic physical qualities are the main tasks of physical education of primary school children and the priority directions of the development of our society. Health-improving, pedagogical and educational tasks should be solved in a complex, only in this case the effective multipurpose influence and development of primary school children will be effective. The purpose of the study – to develop the methodology of using health-improving exercises aimed at reducing the level of anxiety and maintaining the optimal level of the functional state for primary school children during a full-fledged war. Research organization. The study was performed from April 2022 to October 2022 (including the summer holidays) at the premises of General Academic School № 35, Dnipro. The experimental groups consisted of 17 boys and 13 girls; the control groups consisted of 16 boys and 14 girls, who were classified into the main medical group according to the health condition. The developed methodology consists of two blocks that complement each other and thus have a comprehensive impact on the children: theoretical and practical. Results. The data obtained during the research revealed both positive and negative dynamics. The obtained data of the analysis of anxiety according to the Philips psychology test showed very interesting results. Thanks to the developed methodology, such aspects as: experiencing social stress, frustration of the need to achieve success, fear of self-expression and low physiological resistance to stress were eliminated for children. The obtained data will complement the existing ones and will make it possible to contribute to the study. In our research, the data obtained by the Kettle index after the implementation of the developed health-improving methodology were arranged as follows - in the experimental group the indicators increased by 16.72% (p <0.05), and in the control group only by 8.51% (p<0.05). Movement is very important for primary school children and has a positive effect on weight and height. Analysing the data obtained according to the Skibinski index, it was noted that all of them significantly increased, which means the functions of the respiratory and cardiovascular systems of schoolchildren were within the norm and developed in accordance with the laws of child’s age physiology. The data of the Ruffier’s functional test in the control group became lower (position average 55.62% and below average 44.38% level for the assessment of physical performance (p<0.05) under the influence of distance learning, because it led to a sedentary lifestyle. On the contrary, the data of the experimental group improved due to the developed method – the position of the average 71.58% and above the average 28.42% level for the assessment of physical performance (p<0.05). But the experimental groups showed the best result, this is due to the fact that while building the methodology we took into account not only sensitive development, but also those aspects that would motivate children to develop and maintain both mental and physical health. Conclusion. The obtained results testify the effectiveness of developed methodology, which consisted of two blocks with the prioritized use of health-improving exercises as a new tool for the healthy lifestyle formation.

Effects of a blended classroom-based intervention on aerobic fitness, motor skills, inhibition, and daytime sleepiness among Hong Kong children.

In response to the all-round development of primary school children, this study aimed to evaluate the effectiveness of a blended intervention program on children's health-related outcomes of aerobic fitness, motor skills, inhibition and daytime sleepiness in classroom settings. Three experimental conditions include: (1) the “Stand + Move” group combining sit-stand desks and physical activity (PA) recess, (2) “Move” group with PA recess only, and (3) Control group (CG; normal class schedule). A total of 64 primary school children (37.5% girls and 62.5% boys, M [SD] = 9.6 [0.61], BMI mean = 17.0 ± 3.0) participated in all assessments, including aerobic fitness, motor skills, inhibitory control, and daytime sleepiness. The baseline data collection starts from January 2019, with the intervention lasting for 13 weeks and followed by post-intervention and follow up tests conducted in July and October 2019. There was a significant interaction effect on aerobic fitness [F(2,76) = 10.62, p < 0.001, η2 = 0.22] after the intervention period, whereas no significant interaction was observed for other variables. Significant main effects were observed in aerobic fitness (pre – post: −11.75 and −7.22) for both experimental groups, with the blended group showing greater improvements immediately post the test, while motor skills only showed a significant increase at the three-month follow-up, with the greatest increase in the blended group (pre-follow-up: −2.50). For inhibition control and daytime sleepiness, better improvements were shown for the experimental groups than for the control group. The blended designed intervention, by incorporating multiple components as an innovative strategy to reconstruct children's traditional classroom environment in Hong Kong, has demonstrated improved physical and psychological development of school children.Clinical trial registrationChiCTR, ChiCTR2000035038. Registered 29 July 2020 – Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038.

Influence of music on the cognitive development of primary school children

In the present day, the most common issue that parents and teachers face with children is poor attention and memory, which lead to poor academic performance. To ensure healthy cognitive development with primary focus on attention and working memory, we need genuine techniques crafted with passion and precision to help children learn and develop. The Indian education system mainly tests memory of students. Techniques that improve attention and working memory would enable children to perform better in examinations and in turn improve their self-esteem and overall well-being. Research shows that music training improves attention and working memory. This paper examines the literature on the effect of music training on attention and working memory and suggests that it plays a vital role in improving attention and consequently working memory. In this paper, the researcher has provided a detailed analysis of the specific areas of attention and working memory that need to be sharpened, with structured activities to enhance each area during learning sessions in order to accelerate academic progress.

THE IMPACT OF NUTRITION OF PRIMARY SCHOOL CHILDREN ON THE DEVELOPMENT OF PHYSICAL QUALITIES

Primary school plays an extremely important role in laying the foundations for the developmentof a holistic personality. Motor activity is a necessary condition for maintaining the normal functioningof the human body. School physical education has a significant impact on a person’s biological develop-ment, as well as on one’s healthy lifestyle.Early school age is an important period in the development of basic body functions, as well as physicalqualities that not only reflect the level of physical fitness of students, but also contribute to the adaptiveproperties of the body. Education of physical qualities contributes to the formation of physical and mentalcapacity, fuller realization of the potential of students. Physical development of primary school children isextremely important in the development of physical body and mental abilities. Compliance with the rel-evant standards is evidence of the normal development of motor activity of the student. Few people havestudied the dependence of a child’s physical activity and compliance with standards of one’s diet.Research was conducted on physical fitness of children 7–9 years old, namely: in physical educa-tion classes determined compliance with standards of exercise (according to the curriculum for secondaryschools) that reflect such physical qualities as speed, agility, strength, flexibility and endurance. The datawere then compared with each child’s exercise and diet.According to our research, it can be affirmed that children who eat properly are able to comply withphysical standards of physical fitness. Children who eat irrationally cannot meet the standards sufficiently.That is, nutrition affects physical fitness, which is an important basis for a child’s health.

Effect of Atomoxetine on Behavioral Difficulties and Growth Development of Primary School Children with Attention-Deficit/Hyperactivity Disorder: A Prospective Study.

(1) Objective: Atomoxetine is a selective norepinephrine reuptake inhibitor used to treat attention-deficit/hyperactivity disorder (ADHD) in children over six years old. Although it is common knowledge that primary school children with ADHD often present with difficulties in the morning prior to school and in the evening, these two periods, and the family interactions they involve, are often neglected in studies of ADHD. Questionnaire–Children with Difficulties (QCD) has been widely used in China to evaluate parents’ perceptions of ADHD and patients’ daily behaviors during different times. In the long term, the efficacy and safety of atomoxetine have been well established in previous studies. Still, the short-term effects of atomoxetine treatment on serum growth parameters, such as IGF-1, IGFBP-3, and thyroid function, are not well documented. Therefore, this study was the first one using the QCD to quantify the efficacy of atomoxetine treatment in the morning prior to school and in the evening, and has investigated the possible influence on the growth parameters of Chinese primary school children with ADHD. (2) Method: This prospective study was conducted at the Department of Pediatrics at the Affiliated Hospital of Jiangnan University from August 2019 to February 2021. Changes in the children’s behavior and core ADHD symptoms following treatment were assessed using three parent-reported questionnaires, including Children with Difficulties (QCD), the Swanson, Nolan, and Pelham IV scale (SNAP-IV), and the Conners’ parents rating scales (CPRS). The height, weight, and body mass index (BMI) were measured and corrected to reflect the standard deviations (SDS) in Chinese children based on age and gender. Serum growth parameters, such as insulin-like growth factor 1 (IGF-1), insulin-like growth factor-binding protein 3 (IGFBP-3), and thyroid function, were also measured to assess the children’s growth development. Any adverse drug reactions were assessed every three weeks. (3) Result: Finally, 149 children were enrolled in this study, and they completed 12 weeks of atomoxetine treatment. The QCD results indicated that the atomoxetine treatment could significantly alleviate behavioral difficulties in primary children with ADHD, especially in the morning prior to school (p < 0.001, r = 0.66) and in the evening (p < 0.001, r = 0.73). A statically significant decrease in weight SDS (p < 0.05) was noted during treatment, but the effect size was slight (r = 0.09). The atomoxetine treatment had no significant impact on height SDS, BMI SDS, and serum growth parameters, such as the levels of IGF-1, IGFBP-3, and thyroid function. The SNAP-IV results showed a significant improvement in the core symptoms of ADHD, while the CPRS results indicated a significant improvement in controlling ADHD symptoms across two different domains, learning problems (r = 0.81) and hyperactivity (r = 0.86). No severe adverse reactions were observed in the course of treatment, and the most common adverse reactions were gastrointestinal symptoms. (4) Conclusions: Atomoxetine is an effective and safe treatment for primary school children with ADHD. In China, it may be an excellent choice to alleviate parenting stress and improve the condition of primary school children with ADHD. Moreover, our study indicated that the serum levels of IGF-1 and IGFBP-3 were within the normal range in newly diagnosed ADHD children, and atomoxetine will not affect the serum concentration of growth parameters, such as IGF-1, IGFBP-3, and thyroid function, in the short term. However, the treatment may reduce appetite, resulting in a reduction in the Children’s weight for a short period. Further observational studies to monitor the long-term effects of atomoxetine on primary school children are recommended.

Development of intellectual and creative abilities as a pedagogical phenomenon

The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.

Effects of Piano Training on Psychophysiological Development of Primary School Children

The aim of this work is to study the supposed influence of piano training on the underlying indicators of psychophysiological development in children aged 7 years (n=110). There were more children with right hand dominance among those who received piano training. It was found that piano players achieved a higher level of maturation of the functional brain structures. Children receiving piano training demonstrated stronger activation of the anterior regions of the brain, whereas children who did not play any musical instrument showed more activation of the right hemisphere and the occipital region in the neocortex.

Physical development of primary school children living in central and northern parts of the khabarovsk territory

Physical development of primary school children living in central and northern parts of the khabarovsk territory

Personality-oriented education as a condition of theoretical thinking development of primary school children

The specificity of personality-oriented education as ecological psychological education environment contributing to the development of primary schoolchildren theoretical thinking is considered in the article. Basic problems connected with such approach inculcation into modern school practice are singled out.

Использование нестандартных задач со спичками в обучении младших школьников

The article deals with the actual problem of the intellectual development of primary schoolchildren by including in the work of non-standard tasks of a search nature, the use of sign-symbolic means of presenting information, which allow you to create models of the objects and processes under study. Among the non-standard are the problems with matches described by the authors in the form of visual calculating material, the search for a solution to which makes it possible to intensify the mental activity of students of this age category, to develop their fine motor skills of hands and mathematical observation. The article describes a methodology for the step-by-step familiarization of junior schoolchildren with simple and more complex transformations and manipulations with matches as geometric objects, the consistent formation of an independent creative approach in children to the choice of schemes for solving non-standard educational and practical problems.

A Cross-Sectional Study Investigating Primary School Children’s Coding Practices and Computational Thinking Using ScratchJr

There are increasing calls to introduce computational thinking in schools; the arguments in favor call upon research suggesting that even kindergarten children can successfully engage in coding. This contribution presents a cross-sectional study examining the coding practices and computational thinking of fifty-one primary school children using the ScratchJr software; children were organized in two cohorts (Cohort 1: 6–9 years old; Cohort 2: 10–12 years old). Each cohort participated in a six-hour intervention, as part of a four-day summer club. During the intervention children were introduced to ScratchJr and were asked to collaboratively design a digital story about environmental waste management actions, thus adopting a disciplinary perspective to computational thinking. Data analyses examined children’s final artifacts, in terms of coding practices and the level of computational thinking demonstrated by each cohort. Furthermore, analysis of selected groups’ storyboard interviews was used to shed light on differences between the two cohorts. Results are presented and contrasted across the two age cohorts via a developmental perspective. The findings of this study can be useful in considering the instructional support that is necessary to scaffold the development of primary school children’s coding practices and computational thinking.

Использование нестандартных задач со спичками в обучении младших школьников математике

The article deals with the actual problem of the intellectual development of primary schoolchildren by including in the work of non-standard tasks of a search nature, the use of sign-symbolic means of presenting information, which allow you to create models of the objects and processes under study. Among the non-standard are the problems with matches described by the authors in the form of visual calculating material, the search for a solution to which makes it possible to intensify the mental activity of students of this age category, to develop their fine motor skills of hands and mathematical observation. The article describes a methodology for the step-by-step familiarization of junior schoolchildren with simple and more complex transformations and manipulations with matches as geometric objects, the consistent formation of an independent creative approach in children to the choice of schemes for solving non-standard educational and practical problems.

The Information Site as the Way of the Communicative Skills Development of Children with Autism Spectrum Disorder

Introduction. The article is devoted to the problem of the communicative skills development of primary school children with autism spectrum disorders using the information site. The purpose of the article is to highlight the possibilities of using the information site by teachers in the process of communication skills development in children with autism spectrum disorders. Research methodology and methods. The research is based on the methodology of a differentiated approach taking into account the age and individual capabilities of the schoolchildren, as well as the severity of the disorder. Various classifications of autism spectrum disorders have been analyzed, and special attention has been paid to the consideration of the peculiarities of speech development, namely, its communicative function. The stages of the research carried out in order to identify the level of communication skills development of children with autism spectrum disorders and the search for ways of corrective work are reflected. Research results. The results of experimental work with the use of an information site aimed to communication skills development of primary schoolchildren with autism spectrum disorders have been presented. Conclusion. In conclusion we should underline that the communicative skills are one of the main manifestations of autism spectrum disorders and teachers can use information technology (for example, an information site) to develop these skills.

Cultural and aesthetic development of elementary school students in environmental education as a current pedagogical problem

The purpose of the article is to analyze such a problem of pedagogical science at the present stage as the cultural and aesthetic development of primary school children in environmental education. The article reveals the essential and content characteristics of the concepts "cultural development", "aesthetic culture"," environmental education"," ecological culture","cultural and aesthetic development of primary school children in environmental education". The cultural and aesthetic development of primary school children in environmental education is considered as a way of forming a harmonious, integral, truly intelligent, civilized and spiritual personality. The article presents the materials, methods, pedagogical conditions, the results of an experiment to determine the level of cultural and aesthetic development of primary school children in environmental education through familiarity with the natural world, as well as the tasks facing the modern primary school to form the cultural and aesthetic development of primary school children in environmental education.

Effects of a Parental Involvement Intervention to Promote Child Literacy in Tanzania: A Cluster Randomized Controlled Trial

This study reports on the effects of a 1-year parental involvement intervention on reading development of primary school children. The intervention included a teacher and parent training, focusing on teacher-parent communication and parental involvement in homework and reading at home. We used a cluster randomized controlled trial design with pre-, post- and follow-up measurements to evaluate the intervention. Participants were 600 second grade children (n = 264 in the intervention group, n = 336 in the control group), with their parents and teachers from 24 schools in Dar Es Salaam, Tanzania. A hierarchical linear model, which assessed children’s reading growth across three time points, demonstrated that compared to children in the control condition, children in the intervention condition made significantly more progress in decoding skills, reading fluency and reading comprehension from pre- to post-intervention, and from pre-intervention to follow-up (8–9 months after the intervention). We discuss the usefulness of this intervention in helping children who are at risk for reading problems in primary school.

Поисково-исследовательская деятельность как средство интеллектуального развития младших школьников

The article reveals the results of research on the design of the educational process, which provides productive search and research activities of younger students. The problems arising for students in the course of solving educational problems in the lessons of mathematics and the surrounding world are analyzed. The value of search, research for the intellectual development of primary school children is revealed. Special attention is paid to the formation of logical thinking, speech-reasoning, methods of forming the student’s ability to control and self-control.

A protocol of comprehensive assessment of exposure to greenspace in school children

Evidence on a comprehensive greenspace exposure assessment on primary school children is scarce yet. Therefore, we aimed to assess a comprehensive greenspace exposure on primary school children and their behavioral function. We assessed different aspects of exposure to greenspace as well as behavioral function in 704 primary school children in Sabzevar, Iran, during the COVID-19 pandemic (i.e., 22 September 2020 to 10 March 2021). The greenspace indicators were including Normalized Difference Vegetation Index (NDVI) in 100, 300 and 500m buffers around children's homes based on Landsat 8 images with 30 × 30 m resolution, residential proximity to green space based on the Euclidean distance of the geocoded residential address to (i) the nearest green space of any area and (ii) the nearest green space with an area of at least 5000m2 (i.e., major green space) based on land use map of the study area, time spent in public and private green spaces, number of plant pots at home and visual access to greenspace based on a prepared questionnaire. The behavioral development of primary school children was assessed using a Persian online validated version of the Strengths and Difficulties Questionnaire (SDQ) filled by parents.

The development of primary schoolchildren’s ability to predict in the process of step-by-step text content processing

The development of primary schoolchildren’s ability to predict in the process of step-by-step text content processing