Primary School Age Research Articles

Socioeconomic disparities in education placement for children of primary school age with autism spectrum disorder in China.

Relatively little is known about education placements for children with autism spectrum disorder (ASD) in China. While disparities in ASD diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the educational placement of ASD children are less studied and understood. By identifying who is likely to be in segregated settings, we can discern how to best support them and facilitate a possible transition to a less restrictive setting. This study describes four placements (regular schools, special schools, institutions, homes) and their influencing factors retrospectively in a large sample (n = 2,190) of Chinese primary school-aged children (6-12 years old). We divided ASD into severe and mild to moderate categories for analysis. Children with ASD were more likely to study in a regular school (48.60%), while 13.88% were in a special school. Children with severe ASD were placed in less regular settings than children with mild to moderate ASD. However, families with higher socioeconomic status (SES) were more likely to place their children in regular schools than lower SES families if their children experienced mild to moderate symptoms. Children with severe ASD were more likely to be placed in expensive institutions for families with higher SES than those with lower SES. SES disparities in educational placement existed and had two manifestations. It is important to characterize educational placements of students with ASD to determine the extent to which they are placed in general education settings, which are often the preferred placement.

Solving Problems – Models, Strategies and Potential Implementation in Mathematics Education of 9 – 10-Year-Old Students

The recent reforms in the educational system in Bulgaria aimed to provide the development of transversal skills and competences established in the state educational standards and curricula in all academic disciplines at primary school. Mathematics is the discipline that develops abstract-logical connections and makes sense of the world in a symbolic way, while building up the ability of students to cope with tasks in unfamiliar situations, in other words – to solve problems. The present paper attempts to investigate the theory of solving problems in mathematics at primary school age searching for its potential implementation. Methods of the study include theoretical research in the field of problem solving, covering its levels, models and strategies for its application, as well as content analysis of educational documentation for the 3rd grade. As a result of the study, relevant models and strategies are presented that have the potential to develop students’ problem-solving skills, revealing the need for increasing the number of tasks in the textbooks, which provide opportunities for problematization.

Relationship Between Occupational Burnout and Negative Affective Responses of Nurses During the Public Health Crisis

Background: Long-term exposure of nurses to coronavirus disease 2019 (COVID-19) and the lack of necessary and sufficient facilities to deal with the disease have had significant negative effects on their occupational and mental health. Objectives: The present study aimed to investigate the association between occupational burnout and negative affective responses, including depression, anxiety, and stress, in nurses during the recent pandemic. Methods: A total of 270 nurses who worked at Razi hospital, one of the principal referral hospitals for COVID-19 patients in the northern province of Guilan, Iran, throughout 2021 - 2022, were included in this study. These nurses were selected using convenience sampling and were assigned to one of three wards: COVID-19 (n = 43), emergency (n = 55), or other wards (n = 172). In addition to providing their sociodemographic information, the participants completed two assessments: the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) and the Depression, Anxiety, and Stress Scales-42 (DASS-42). Results: The correlation matrix showed that all MBI-HSS and DASS-42 scores, except in one case, had a positive correlation with each other (P < 0.0001). In the multiple analysis of variance, gender (P = 0.17), education (P = 0.005), hospital ward (P = 0.048), social support (P = 0.001), family support (P < 0.0001), financial support (P = 0.01), occupational satisfaction (P = 0.044), social respect (P < 0.0001), history of death in the family (P = 0.006) and relatives (P = 0.043), and having a child in primary school age (P = 0.04) created a significant difference in MBI-HSS and DASS-42 scores. Conclusions: In general, nurses tend to be considerably affected by the negative effects of the recent public health crisis, especially occupational burnout, and it is necessary to make arrangements to improve their mental health and reduce the level of occupational burnout in them.

Pedagogical effectiveness and improvement of the process of fostering a culture of safe behavior in primary school children

Introduction. The authors propose to comprehend the reasons for the relevance of the problem of forming a safety culture in pedagogical theory and practice and the need to build educational programs, directions that take into account the reality of modern childhood, the specific conditions of a person's growing up during this period, implementing all available options for the formation and accumulation of life experience by the child, in which the culture of safe behavior occupies one of the leading places. The purpose of the work is to identify the validity of the inclusion of the subjects of the system of additional education for children in the process of forming a culture of safe behavior of younger schoolchildren and to formulate the idea of the dissertation research. Materials and methods. In November-December 2023, a pilot study was conducted to establish the level of formation of basic concepts related to safe behavior in children who have reached primary school age. The methods of survey, content analysis, and conversation were used. The theoretical basis of the study is the concept of uncertainty as a condition of growing up in a changing world (A.G. Asmolov), the activity approach, the principle of complementarity in relation to pedagogical systems (N. Bohr), culturological and subject-object approaches to the study of childhood. The results are presented by the authors in full, and they testify to the well-known effectiveness of the work of preschool educational organizations and schools in the field of forming children's ideas about human safety in the environment. In preschool age, parents are active participants in this process for most children. In the course of the conversations, it was found that children form an indicative basis for activities based on a list of specific situations that may develop in everyday life, but its reproduction is difficult if it is not supported by the child's experience. The absence of situations of experience, teaching safe behavior only in the format of game activities in constructed situations with the use of any visuals, including information and communication technologies (rollers, videos, etc.), or in the format of classes using the explanatory and illustrative method do not allow us to draw conclusions about the formation of safe behavior skills in preschool children. Discussion and conclusion. The authors present a discussion of debatable issues related to the bias in favor of the theory of programs for the education of a culture of safe behavior, with insufficient operationality of the concepts of «danger» and «risk» for the purposes of education. Based on the results of the pilot study and theoretical analysis of some existing approaches, the inclusion in this process of subjects of additional education that carry out activities in the field of physical culture and sports, as a natural environment for the life of children, with pedagogical conditions for modeling situations of controlled danger in order to form real skills and experience of risk in children, is substantiated. This is the idea behind the intended dissertation research.

Description Of Head Lice (Pediculus capitis) Infection Of Primary School Age Children In Elementary School Negeri 40, Salero District, Central Ternate District, Ternate City, 2022

Head lice are the cause of the ectoparasitic disease pediculosis capitis. Both adults and children in school can have head lice. A public elementary school (SDN) 40 in Salero Village, Ternate City is utilized to illustrate how Pediculus capitis might spread. The purpose of this study is to characterize head lice infections caused by Pediculosis capitis in elementary school-aged children and to identify the risk factors that contribute to the spread of this infestation. This study uses a descriptive, analytical, correlative research design. The children in grades 4, 5, and 6 of SDN 40 comprised the study's population. The process of sampling involved tracking head lice infections according to factors such as age, gender, infection location, itching in the head, hair type, length, and frequency of hair washing r with Pediculus capitis infection (p-value = 0.001 and OR 0.102-0.570); long hair with Pediculus capitis infection (value = 0.000 and OR 101-0.569); hair washing interval with Pediculus capitis infection (p-value = 0.000 and OR 0.019-0.415) and use of combs together with Pediculus capitis infection (p-value = 0.001 and OR 00.141-0.789). Hair type did not have a significant relationship with Pediculus capitis infection with a p-value = 0.852 and OR 0.477-2.505.

The development of sustained, selective, and divided attention in school‐age children

AbstractThis cross‐sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6−12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected‐to‐normal vision and no history of either neurological or attention deficit disorders. The study was conducted in three different schools. We used a convenience sampling strategy; each age group was sampled from one of the schools and was represented by students selected from different (parallel) classes of the same grade level. The three aspects of attention showed different developmental trajectories from 6 to 12 years. In terms of accuracy, selective attention was found to improve gradually, while the efficiency of divided attention increased dramatically across the school‐age years. In terms of reaction time, all attentional components showed a slow developmental time course. The results indicate that situations in which children have to divide attention among several sources of visual information while looking for two target stimuli considerably hamper their task performance. This is especially true for children of senior preschool and primary school age.

Diagnostics of moral education of younger schoolchildren

Relevance. The relevance of the stated subject of the study is determined by the importance of moral education of elementary school students as the basis for the harmonious development of the younger generation and the need for its qualitative diagnosis.Purpose. The purpose of this study is to diagnose the moral education of elementary school students, identify the level of moral education in students, and determine ways to improve the moral education of younger schoolchildren.Methodology. The basis of the methodological approach in this study is a combination of various theoretical and empirical research methods. In particular, analysis, synthesis, interpretation, generalisation, and abstraction were used to determine theoretical approaches to explaining the concepts of moral education and moral education, their structural components and main features in primary school age, diagnostic research methods, including questionnaires, interviewing, and testing, were used to assess the level of formation of moral education in students, complex research methods, especially pedagogical experiment, were conducted to diagnose the moral education of younger schoolchildren.Results. The substantiation of the key features of moral education in primary school age, its diagnosis, and identification of the main ways to improve the moral education of primary school students can be considered the main results obtained within the framework of this study.Conclusions. The results of this study and the conclusions formulated on their basis are of practical value for educators, teachers, methodologists, and other specialists who deal with the problems of upbringing, education, and development of the younger generation.

Experimental Evidence from a Conditional Cash Transfer Program: Schooling, Learning, Fertility, and Labor Market Outcomes after 10 Years

Abstract Conditional cash transfer (CCT) programs are the antipoverty program of choice in many developing countries, aiming to improve human capital and break the intergenerational transmission of poverty. A decade after a randomized 3 year CCT program began, earlier exposure during primary school ages when children were at risk of dropout led to higher labor market participation for young men and women and higher earnings for men. The findings highlight the roles of the different CCT program components with variation in timing of access to nutrition, health, and education investments translating into substantial differential effects on learning outcomes for men and reproductive health outcomes for women.

Investigating the academic attainment and progress of children in receipt of individual counselling: A matched comparison study of primary school age children in England

AbstractIntroductionIn 2016, the UK government identified the need for counselling services in schools to be evidence‐based (Department for Education, 2016). While there is more empirical evidence on counselling and improvement in mental health (Daniunaite et al., Counselling and Psychotherapy Research, 2015, 15, 251; Finning et al., European Child & Adolescent Psychiatry, 2022, 31, 1591), less is known about the associations of counselling with children's academic attainment and progress.MethodThe aim of the paper was to provide more pieces of evidence on the possible associations between school‐based individual counselling and the academic attainment and progress of primary school–aged children. The academic outcomes of children receiving one‐to‐one counselling were compared with those of children who did not receive counselling, but who had similar background characteristics. Coarsened exact matching method was used to match similar children for these comparisons based on national data sets available in England. Data were analysed with inferential statistics and multilinear regression.FindingsBefore matching the samples, analyses revealed children attending Place2Be's counselling services were significantly more likely to be boys (56.6% vs. 51.1%), of ethnic minority origin (46.4% vs. 21.5%), eligible for free school meals (FSM; 52.7% vs. 16.9%) and have special educational needs and disabilities (SEND) status (43.1% vs. 21.1%) than the comparison group. They also had lower academic attainment than children who were not in counselling. However, after a coarsened exact matching on relevant background characteristics, the Place2Be sample was found to have similar levels of academic progress to the matched national sample, suggesting they did not fall behind similar children.ConclusionsFindings indicate that individual school‐based counselling may be helpful as a potential intervention for supporting vulnerable children's (defined as those identified by schools or parents as in need of individual counselling) academic progress in primary schools, as well as socio‐emotional outcomes; however, further research is needed.

Развитие регуляторных функций у детей 5–9 лет

This study was aimed at developing norms and analyzing the dynamics of development for the main executive functions components in older preschoolers and younger schoolchildren. In this study we relied on the model proposed by A. Miyake and his colleagues, which identifies three main components of executive functions: working memory, inhibition and cognitive flexibility. To assess all executive functions components in this study a set of methods previously tested for children of older preschool age was used, most of which were based on subtests of the NEPSY-II diagnostic complex. The study involved 7289 children ages 5 to 9 (M=78, SD=9.9 months), attending older and preparatory groups of kindergarten, as well as first and second grades of school from different regions of Russia, of which 46.7% are boys. The analysis results norms were developed from eight age groups during six-month increments, separating the boys and girls. It was found that in preschoolers, significant differences in the executive functions were observed between children with a difference of six months, and in primary school age - with a difference of a year. In addition, the analysis showed significant differences in all executive functions components in girls and boys of both preschool and primary school ages. Thus, the study made it possible to trace the dynamics of all executive functions components development in Russian children ages 5 to 9. The data obtained will be useful to both scientists and practitioners in the field of child development. It is important to emphasize that the study conducted is a cross-sectional, and its results must be supplemented with longitudinal data on the development of executive functions components.

Social Dynamics in Academic Pathways: A Comprehensive Study of Social Influences on University Program Selection in Kenya

In the dynamic context of Kenyan higher education plus the ever-changing career landscape, the career selection decision-making process regarding university program or course is not only critical but also complex. Failure to make an informed career choice hampers the student’s proper formation of self-esteem into adult life. Hence the need for this study that addresses the gap in understanding the social dynamics influencing Kenyan students’ educational choices, set against an evolving educational landscape. The study is anchored on Ginzberg’s Developmental Theory, Bandura’s Social Learning Theory, and Super’s Self-Concept Theory. The research provides a multifaceted perspective on how students navigate their academic pathways. Surveying 200 undergraduate students at Kibabii University, Kenya, the study employed a descriptive correlational design, integrating both descriptive and inferential statistical analyses to explore the influence of peers, family, teachers, and media. The results indicated that a higher percentage of female students (22%) than male students (12%) make this decision at primary school age. The decision-making is fairly distributed across different stages of secondary education, with the most decisive phase being after secondary school, where 34% of males and 26% of females make their choice. Interestingly, an equal percentage (15%) of both genders report that their decision emerged slowly over time. Further findings indicate a significant impact of peers on program selection, signifying a peer-oriented approach in students’ decision-making. In contrast, parental influence is identified as a major determinant in the timing of these decisions, highlighting the critical role of family in the Kenyan educational setting. These results not only contribute to a nuanced understanding of academic decision-making in Kenya but also underscore the importance of considering these social factors in educational counseling and policy formulation. The study bridges a crucial research gap and provides insights pivotal for educators, counselors, and policymakers, emphasizing the need for comprehensive guidance strategies that accommodate these social influences.

Features of interrelation of educational motivation and relationships in the class at primary school age

Features of interrelation of educational motivation and relationships in the class at primary school age

Perfectionistic parental expectations and their role in the sports future of a child of preschool and primary school age

The article provides an overview of modern research on perfectionist parental expectations, within the framework of an empirical study, the types of parental expectations are described (using the example of parents of girls actively engaged in rhythmic gymnastics).

EDUCATION OF CHILDREN’S INTELLIGENCE AND MORALITY THROUGH FAIRY TALES

The article presents ideas for educating children of preschool and primary school age in the field of rationality and morality by influencing their behavior and character through fairy tales. Issues of working on the stages and ways of using appropriate methods and techniques in using a fairy tale are also outlined. In addition, the problem of teaching them methods of involving parents in working with fairy tales is included.

Peculiarities of self-education of students in the conditions of the digital world

The article examines the historical perspective of the phenomenon of self-education, which testified to the exceptional growth of its role in building a continuous educational trajectory of an individual for its realization, as well as deepening its personal orientation. Thanks to the study of the age characteristics of the self-educational activity of schoolchildren, the gradual accumulation of knowledge, abilities, skills and personal qualities necessary for its implementation has been established. Four stages of formation of age characteristics of self-education of schoolchildren are distinguished - propaedeutic (primary school age), preparatory (pre-adolescent age), formative (adolescent age), developmental (senior school age). Basic school is defined as the basic stage as the period when schoolchildren acquire and develop knowledge, abilities and skills, motivation and interest in learning, self-evaluation and reflection of their own activities. This period is the most sensitive to the impact on the self-educational competence of schoolchildren, including due to the age characteristics of pre-adolescence and adolescence, when the awareness of individuality and the need for independence become the leading motives of personal development. This period is decisive for the formation of stable knowledge, abilities, skills and personal qualities, which in the future should be used to solve the complex tasks of youth in terms of personal development. It is substantiated that digital technologies have a significant potential for self-education and development of schoolchildren. They become effective tools for enriching the educational process and providing access to information at any time. Digital technology tools open wide opportunities for self-education and personal development of schoolchildren. The classification of digital technology tools according to the leading purpose of use in self-education is proposed: digital resources-sources of educational information; digital activity environments; digital resources for self-monitoring and self-diagnosis; digital resources for organizing personalized training; digital resources for creating your own educational content; digital resources to ensure communication. Establishing pedagogical conditions for the formation of self-educational competence of students of grades 5-9 of general secondary education institutions with the use of digital technologies appears as a promising direction for further scientific research.

Повышение мотивации к занятиям физической культурой в школе средствами интегрированного обучения

The article examines the relevance of using an integrated approach in teaching physical education in the fifth grade to increase students’ motivation to engage in physical culture. The problem of reducing the level of health of children of primary and senior school age has been identified, where one of the reasons influencing this indicator is a decrease in the level of motivation to engage in physical culture. The lack of this motivation stems from a misunderstanding of how physical activity affects the body. Undoubtedly, the current work programs on physical culture contain educational material on the disclosure of the topic of the effect of exercise on the body, but this is not always enough to stimulate physical education in the present and in the future. To solve the problem, the author suggests using tasks integrated with physical education in academic subjects. The results obtained after the introduction of complex tasks showed that the level of motivation for physical education increased. To assess the level of motivation, the author used the questionnaire of N.G. Luskanova adapted to the physical education subject. Together with an increase in the level of motivation, integrated tasks, according to the author’s hypothesis, were aimed at the formation of universal educational actions; to measure their formation, the author developed assessment tools (a test). The test results showed positive dynamics in the formation of universal learning activities due to the introduction of integrated tasks. Students began to better evaluate the technique of motor actions, as well as to produce a better self-assessment of the performance of their motor actions in sports mastered in physical education classes. At the same time, the author noted a number of positive aspects in changing the students’ attitude to physical education classes: the absence of difficulties for students in mastering physical culture, improving relationships with the teacher, the disappearance of negative attitudes towards the performance of written and practical tasks, which as a result led to the absence of skipping classes for no good reason.

Социальные качества нормативно развивающихся младших школьников и детей с особыми образовательными потребностями: обзор исследований

Abstract. The research purpose is to analyze the issue of studying social qualities and interpersonal relationships in children of primary school age who are developing normatively and children with special educational needs. The research also summarizes current studies in the national and foreign psychological and pedagogical literature on this issue. The methodological basis of the research was the ideas of L.S. Vygotsky on the social situation of development, according to which the psychological mechanisms of the child's personality development are triggered by the social environment with its specific system of signs, values, interactions, dialogicity, as well as the provision on the development of higher mental functions in collective activity and the active expedient change of this activity under the influence of improving mental functions, independent choice of means and ways to achieve goals. The methods for studying social qualities in younger schoolchildren are presented. The analysis of psychological and pedagogical literature includes the main works on the study of social qualities in younger schoolchildren and their connection with the type of attachment, the moral development of the child and the educational process. Modern studies by A. Askerli, V.V. Bogdanova, T.B. Dolzhenko, E.S. Zhurba and others aimed at studying social qualities in primary school children are presented. The current state of the issue of the development of social qualities in the educational process is considered. The data are consistent with the provisions developed by L.S. Vygotsky, D.B. Elkonin, V.D. Shadrikov and others on the importance of a developing learning environment for the inclusion of a younger student in public life. We appeal to the issue of studying social qualities in younger schoolchildren with special educational needs due to the fact that this issue has not been sufficiently studied and requires a detailed analysis with a study of the role of a teacher and psychologist working with children in an educational organization.

ART THERAPY METHODS IN WORKING WITH INTERNALLY DISPLACED CHILDREN OF PRIMARY SCHOOL AGE

ART THERAPY METHODS IN WORKING WITH INTERNALLY DISPLACED CHILDREN OF PRIMARY SCHOOL AGE

Improving the quality of beef and its use in the production of enriched minced semi-finished products

The possibility of obtaining finished products with stable quality indicators primarily depends on the composition and properties of the main raw materials used in the production of meat products. The production of high-quality meat raw materials is possible provided that the causes causing the appearance of defective meat are eliminated. In this regard, it has been proposed to use an adaptogen of animal nature - drone homogenate - as part of the feed ration when feeding bulls raised for meat. For the bulls of the experimental groups, drone homogenate was added to the main diet in the form of a tincture at the rate of 0.005 - 0.015 ml per 1 kg of body weight. It was experimentally established that its use contributed to a more enhanced synthesis of feed nutrients, which had a positive effect on the quantity and quality of meat products obtained. By the end of fattening, the young animals of the experimental groups were superior to their peers from the control group in terms of pre-slaughter weight by 9.0-13.6 kg, and in terms of slaughter yield - by 0.1-0.6 kg. The meat of bulls from the experimental groups had a higher nutritional value. The greatest effect was achieved when an adaptogen was included in the diet at a dosage of 0.01 ml per 1 kg of live weight. Subject to the feeding conditions, the resulting beef was used as the main raw material for the production of enriched semi-finished products. To add functionality to the meat product, iodocasein was added to the cutlet recipes. The use of semifinished products in the diet will satisfy the daily requirement for iodine for adults by 12.67%, for school-age children by 15.83% and for children of primary school age by 21.11%.

Puncture dilatation tracheostomy in children during transoral neurosurgical interventions

To describe a modified technique of video-assisted percutaneous dilation tracheostomy using additional thin guide and dilator in children of primary school age. We considered 11 patients aged 6-12 years who underwent video-assisted percutaneous dilation tracheostomy. There were no perioperative complications (bleeding, false course, perforation of posterior tracheal wall). Infection of tracheostomy, fistulas or tracheal stenosis was absent. Percutaneous dilation tracheostomy may be alternative to classical surgical tracheostomy for pediatric patients. Endoscopic control and certain technical changes of percutaneous tracheostomy are necessary and provide safe manipulation. Surgery time, less trauma and minimal cosmetic defect after tracheostomy are significant advantages of this technique compared to surgical tracheostomy.