Knowledge Of Primary School Children Research Articles

Influence Of The New Curriculum On The Development Of Knowledge Of Primary School Children

Influence Of The New Curriculum On The Development Of Knowledge Of Primary School Children

Support For The Comprehensive School Health Model To Increase Reproductive Health Knowledge Of Elementary School Children As A Primary Prevention Effort

The research explores the impact of the Comprehensive School Health model on enhancing the reproductive health knowledge of primary school children as a primary prevention effort. In an era of rapid social and technological changes, early-age reproductive health awareness is crucial. This study aims to evaluate the effectiveness of the Comprehensive School Health model in improving the reproductive health knowledge of primary school children. The purpose of this research is to assess whether the Comprehensive School Health model significantly enhances the reproductive health knowledge of primary school children. It seeks to determine if this approach can be a viable strategy for primary prevention in the field of reproductive health. The study employs a pre-experimental design with a One Group Pretest-Posttest Design. Data was collected through observations, interviews, and documentation. The sample consists of sixth-grade students from an elementary school in Sorong District, selected using total sampling. Statistical analysis included Wilcoxon tests and rank biserial correlation. The results indicate a significant improvement in the reproductive health knowledge of primary school children following the intervention. The Wilcoxon test showed a p-value of <0.001, and the mean difference was -35.0, signifying a substantial increase in knowledge. The effect size was 1.62, indicating a significant impact, and a strong negative rank biserial correlation of -1.00 revealed a robust correlation between the intervention and knowledge improvement. This study concludes that the Comprehensive School Health model is effective in significantly enhancing the reproductive health knowledge of primary school children, with a substantial effect size and a strong correlation between the intervention and knowledge improvement. These findings emphasize the importance of early-age reproductive health education and highlight the potential of this model as an effective strategy for primary prevention in the field of reproductive health.

Impact of the educational program "Igiene Insieme"in 1,991 Italian primary schools: student behavior andincidence of SARS-CoV-2.

To evaluate the impact of the health educational program "Igiene Insieme 2021/2022" on Italian primary school children's knowledge, attitudes and practice of hygiene and sanitation and to compare incidence of SARS-CoV-2 in schools participating the project with regional data of Lombardy and Apulia. Participating schools were provided with a hygiene kit containing educational material for teachers and sanitizing products for students. We conducted a pre-post evaluation administering a questionnaire before and after the intervention. In addition, we compared SARS-CoV-2 incidence of the participating primary schools (225 in Lombardy and 120 in Apulia) to regional-level data. We tested thedifferences between groups by using the Chi-squared test. Of 1,991 schools, 472 responded to both questionnaires for a total of 16,988 students. 17.3% of the students learned the importance of handwashing in preventing infections, 22.6% when to wash hands, 18.5% the existence of alternative solutions in absence of soap and water, 23.2% how to correctly wash hands. A lower incidence of SARS-CoV-2 infections was recorded in primary schools participating in the project as compared to the average regional incidence in Lombardy (9.6% vs.14.8%) and Apulia (10.7% vs.12.0%) for the same age group. We report an overall positive effect of health education interventions in primary schools. Although the limitations in the study design, our findings are important to inform planning, implementation and monitoring of health promotion campaigns in young generations so as to contribute to limit the risk of infection spread at the community level.

Tobacco Smoking: Knowledge of Primary School Children and Impact of Educational Intervention in Alexandria Governorate, Egypt

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Формирование орнитологических знаний у младших школьников на традициях бурятского народа

The human-nature relationship is a topical issue of modern nature management. The knowledge accumulated by ancestors is the basis for the ecological thinking of subsequent generations. There is not a single nation in the world that does not have its own system of ecological traditions, through which relations with the surrounding world are regulated. However, the interest in nature-study is noticeably decreasing among today’s youth. The authors suggest one of the possible solutions to this problem. The paper describes the experience of forming ornithological knowledge of primary school children during ornithological excursions. The pedagogical conditions that increase the efficiency of this process are determined. The integration of Buryat folklore about nature into the process of natural science training of primary school children is considered as the main pedagogical condition for experimental work.

Dr. Me project: Teaching children self-care for self-limiting illnesses in primary schools

With increasing demand on general practitioners (GPs) and emergency departments (EDs), patient empowerment for appropriate self-care and inspiring medical careers is vital to sustaining the NHS. Dr. Me trains doctors and medical students to teach primary school children how to self-care for common self-limiting illnesses. Volunteers delivered 1-hour Dr. Me sessions in schools, covering workshops on vomiting and diarrhoea; sore throat and fever; and minor and head injuries. Six case scenarios were asked at the beginning and end of the session, and children decided whether to stay home, visit the GP or attend the ED. Responses before and after were compared. A feedback questionnaire gauged confidence in self-care and interest in medical careers. Dr. Me taught 216 children. Correct responses after the sessions improved by 16.3% (p<0.00001). Vomiting scenarios improved from 48.1% to 68.8%, sore throat from 63.9% to 87.5%, and minor injuries from 84.7% to 89.4%. Feedback showed 93.3% felt more confident in self-care and 56.9% were more interested in medicine. Participating in the Dr. Me project can improve primary school children's knowledge in self-care and increase their confidence in managing self-limiting conditions. Dr. Me also increased children's interest in becoming doctors which can benefit widening participation activities.

Looking beyond the coronavirus: lessons and principles.

Looking beyond the coronavirus: lessons and principles.

Physical Abuse among Primary School Children

Background: Physical abuse among primary school children has been recognized as a major health problem all over the world, it results in actual or potential harm to the child's health, survival, development or dignity in the context of a relationship of responsibility, trust or power. Aim: to assess child physical abuse among primary school children. Design: Descriptive study was conducted for the study. Subjects: childrenage from 10 to 12 years oldfrom bothgenders, so 297 child representing 16% of all children enrolled in the 4th, 5th, and 6th educational grade. Setting: multistage random sample was chosen from three primary schools from Balteem city at Kafer El Sheikh governorate. Tools: two tools were used for data collection. Firsttool: part (1): child socio demographic data, child's family socio-demographic and socioeconomic data, medical history of the child. Part (2): primary school children knowledge about physical abuse. Part (3): The predisposing risk factors leading to physical abuse among primary school children. Part (4): Primary school children behaviors related to physical abuse. Part (5): Assessment of primary school children according to their exposure to physical abuse. Part (6): Health consequences of physical abuse among primary school children. Second tool: Observational checklist for primary school children.Results: Majority of the child were exposed to physical abuse. Fractures, &lose of appetite/anorexia and stretching in the face were presenting physical consequences among the PSC. Psychological consequences included continuous anxiety, tension, vandalism and bed wetting. Child physical abuse was negatively correlated with mothers, fathers' education and sufficient family income/monthly need, positive physical health consequences and positive scholar achievement. Except illiterate and negative physical health consequences and scholar achievement which were positively correlated with physical abuse. Recommendations: Further research studies should be undertaken to investigate the physical abuse confounding factors among school students to tailor and implement adequate preventive programs.

PRIMARY SCHOOL CHILDREN AND PRE-SERVICE TEACHERS’ KNOWLEDGE OF IBERIAN NATIVE AND AFRICAN SAVANNAH MAMMALS

The present research compared the knowledge of primary school children and pre-service primary teachers about various native mammals of the Iberian Peninsula (IP-Portugal and Spain) and the African Savannah. For this purpose, a questionnaire was administered to 420 children and 215 pre-service teachers from these countries asking for the identification of animals through photos and whether they had native status on the IP. The pre-service teachers performed better than the children. The Savannah animals were better identified than those of the IP. The results were similar in both countries, even though the Spanish performed a little better. Children from both countries had more difficulty identifying the native status of the animals, with a high percentage of them thinking that Savannah animals lived in the wild on the IP. This error was less frequent among the pre-service teachers but, even so, with a percentage for certain animals that can be considered of concern. This issue is absent in the training courses in both countries, a conclusion based on an analysis of the syllabuses. The importance of improving knowledge of native fauna though formal and informal learning is discussed as a way to promote a conservationist attitude with direct repercussions on the recognition of the importance of local or regional biodiversity. Keywords: pre-service teachers, primary school children, native fauna, savannah mammals.

School gardening increases knowledge of primary school children on edible plants and preference for vegetables.

At least 10% of children worldwide are diagnosed with overweight. Part of this problem is attributed to low vegetable intake, for which preference at a younger age is an indicator. Few studies examined long‐term effects of school garden interventions on the knowledge about and preference for vegetables. Therefore, in this study, an intervention period of 7 months (17 lessons) was organized for primary school students (n = 150) of age 10–12 years in the Municipality of Nijmegen (the Netherlands). Surveys were conducted before and after the intervention period to test the ability of students to identify vegetables, to measure their self‐reported preference for vegetables, and to analyze students’ attitudes toward statements about gardening, cooking, and outdoor activity. The long‐term effects were measured by repeating the survey 1 year after the intervention (n = 52). Results were compared with a control group of students (n = 65) with similar background and tested for significance with α = 0.05. School gardening significantly increases the knowledge of primary schoolchildren on 10 vegetables as well as their ability to self‐report preference for the vegetables. The short‐term (n = 106) and long‐term (n = 52) preference for vegetables increased (p < 0.05) in comparison with the control group. The latter did not show a significant learning effect (p > 0.05). This implies that the exposure to vegetables generated by school gardening programs may increase willingness to taste and daily intake of vegetables on the long term. Students’ attitudes toward gardening, cooking, and outdoor activity were unaffected by the intervention.

“A descriptive study to assess the knowledge of higher primary school children regarding Swacch Bharath Swacch Vidyalaya at selected schools mangaluru with a view to develop health education program”

School children are the steps of our country from whom we can achieve a desired ends to lead a happy and healthy life it is very important for them to know about the hygiene and cleanliness from the childhood itself, the study aimed to assess the knowledge of primary school children regarding Swacch Bharath Swacch Vidyalaya in the selected schools of Mangaluru among higher primary school children. The research approach for the present study used was non experimental descriptive survey design, data was collected by using structured knowledge questionnaire from 100 higher primary school children who were selected by using purposive sampling technique. Validity and reliability of the tool was established. Data was analyzed by using descriptive and inferential statistics. Result revealed that majority (52%) of higher primary school children were having very good knowledge,(36%) were having excellent knowledge and very few (1%) were having average knowledge regarding Swacch Bharath Swacch Vidyalaya. There was no significant association between level of knowledge and selected demographic variables of school children at 0.05 level of significance. The study concluded that creating awareness about Swacch Bharath Swacch Vidyalaya will help to reach the goal in the expected time.

Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study.

Children are heavy users of the Internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the cross-age teaching zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n = 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors, but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees, but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.

The development and validation of the Healthy Computing Questionnaire for Children (HCQC).

School children may be at risk of physical health problems associated with desktop, laptop and tablet computer use. There are some interventions designed to educate children about ergonomic practices when using computers. A common limitation of past intervention studies has been the lack of a valid and reliable questionnaire to determine effectiveness of the intervention. The aim of this study was to develop a valid and reliable self-report measure to assess primary school children's knowledge, attitudes and behaviours related to healthy computer use. A mixed methods approach was used to develop the questionnaire and test its psychometric properties. A convenience sample of 440 primary school children in Year 5 (aged 9-11 years) was used in the development and validation of the questionnaire. The final questionnaire comprised 56 items across the three subscales of knowledge, attitudes and behaviour. The questionnaire was shown to have good content validity and adequate test-retest reliability. Internal consistency was adequate for the attitude items, but low for the knowledge items. This study produced a valid and reliable tool, using a health promotion framework, for measuring primary school children's knowledge, attitudes and behaviours related to healthy computing.

История распространения и использования масличных растений

The article considers the materials about the oil-plants, transplanted from the native habitat and cultivated in local soil for practical purposes.&#x0D; The attention is paid to the plants that form the basis of modern oil-plant manufacture, which home country is the Old and the New World. The&#x0D; article is in aid of teacher. It contains the information, which helps to form knowledge of primary schoolchildren about genesis and history of&#x0D; oil-plants delivery — the source of vegetable oil. The article gives also the information about the role of oil-plants in the good balanced nutrition&#x0D; of the person, especially of children and teenagers. The author considers also the questions of ecological education.

Assessment of Obesity, Unhealthy Food Habits, and Nutritional Knowledge of Primary School Children

Background Obesity is one of the main risk factors of chronic diseases in adults. Children obesity is related to adulthood obesity. Some studies indicate that there is an association between unhealthy food habits and obesity..Objectives This study aimed to evaluate the association between obesity, unhealthy food habits, and nutritional knowledge of primary school children..Patients and Methods This cross-sectional survey was carried out to study obesity, unhealthy food habits, nutritional knowledge and measuring weight, height and waist circumference of 221 grade 4 students, selected by cluster sampling in primary schools of Shiraz, southern Iran. Also a questionnaire about their nutritional knowledge, socioeconomic status, and frequency of food consumption was filled out for each of them. The statistical analysis of data was performed using SPSS version 19..Results Mean ± standard deviation of body mass index (BMI) and waist circumference (WC) were 18.50 ± 4.99 (kg/m2) and 63.17 ± 8.12 (cm), respectively. The prevalence of obesity, overweight, and central obesity were 14.97%, 15.45%, 38.3%, respectively. Intake of dairy (1.67 ± 1.12 serving/d) and fruits with vegetables (3.09 ± 1.93 serving/wk) were significantly less than the recommended amounts (P 0.001). The respective frequency of fast food and sweets consumption were 2.37 ± 2.30 (serving/wk) and 18.54 ± 12.42 (serving/wk). Students with better nutritional knowledge had higher BMI and WC and showed no differences in food intakes but fast foods. Moreover, there were no significant differences in food habits among the normal, overweight, and obese students..Conclusions The results of our study indicated that high prevalence of obesity among children in fourth grade of primary schools in Shiraz was not the result of unhealthy food habits, but may be affected more by total energy intake or inactivity. Also, it seems that parents’ concerns about the health status of their obese children have led to better nutritional knowledge of their youngsters..

Energy balance related behaviour: personal, home- and friend-related factors among schoolchildren in Europe studied in the ENERGY-project.

ObjectiveTo design interventions that target energy balance-related behaviours, knowledge of primary schoolchildren's perceptions regarding soft drink intake, fruit juice intake, breakfast consumption, TV viewing and physical activity (PA) is essential. The current study describes personal beliefs and attitudes, home- and friend-related variables regarding these behaviours across Europe.DesignCross-sectional study in which personal, family and friend -related variables were assessed by validated questionnaires, and dichotomized as favourable versus unfavourable answers. Logistic regression analyses were conducted to estimate proportions of children giving unfavourable answers and test between-country differences.SettingA survey in eight European countries.SubjectsA total of 7903 10–12 year old primary schoolchildren.ResultsA majority of the children reported unfavourable attitudes, preferences and subjective norms regarding soft drink, fruit juice intake and TV viewing accompanied with high availability and accessibility at home. Few children reported unfavourable attitudes and preferences regarding breakfast consumption and PA. Many children reported unfavourable health beliefs regarding breakfast consumption and TV viewing. Substantial differences between countries were observed, especially for variables regarding soft drink intake, breakfast consumption and TV viewing.ConclusionThe surveyed children demonstrated favourable attitudes to some healthy behaviours (PA, breakfast intake) as well as to some unhealthy behaviours (soft drink consumption, TV viewing). Additionally, many children across Europe have personal beliefs and are exposed to social environments that are not supportive to engagement in healthy behaviours. Moreover, the large differences in personal, family and friend-related variables across Europe argue for implementing different strategies in the different European countries.

10.5937/specedreh13-6523 = Primary school students' knowledge of different aspects of drug abuse: Implications for planning educational prevention programs

The assumption regarding the effectiveness of educational prevention programs as inevitable segments of social policy in the domain of drug abuse prevention in school population is based on the compatibility of the information presented during educational lectures and the students' actual knowledge of drug abuse problem. Qualitative research was conducted with the aim to determine the scope of primary school children's knowledge of different aspects of drug abuse, and with the aim to draw conclusions about the structure and content of educational prevention programs which could be applied to primary school children with regard to general principles of prevention program planning based on previous test results. The data was collected from groups of participants by applying the discussion technique. The sample consisted of 640 eighth grade students from nine Belgrade primary schools. Research results, obtained by summarizing and analyzing the statements, indicate that the participants are very well informed on the types, effects, consequences and causes of drug abuse, but know little about laws and services they could contact for help. Apart from that, certain misconceptions regarding drug abuse are widespread in the population of the assessed students. Practical implications for planning educational programs of drug abuse prevention in primary school students were determined from the obtained research results with regard to the principle of prevention programs effectiveness.

Impact of a nutrition education programme on the nutrition knowledge of primary school children

The objective of this study was to ascertain nutrition knowledge amongst primary school children in an informal settlement in Gauteng, South Africa. A nutrition knowledge questionnaire was developed and tested for internal reliability using Cronbach Alpha methods. Pre- and postintervention tests were completed with experimental and control groups. Long-term tests were completed with the experimental group. Data were analysed descriptively using SPSS, version 17.0. The Nutrition Education Programme (NEP) was implemented over nine hours, with seven hours for teaching the information in the activity book and completion of the relevant activities, and two hours for the games, over nine sessions. An immediate improvement in nutrition knowledge amongst the experimental group (13.4 percent), from pre- (45.4 percent) to postintervention (58.8 percent) was achieved. Retention of knowledge was present in 21 out of 38questions, with only two remaining unchanged. The retention on nutrition knowledge was evident. It is recommended that a method needs to be determined to encourage continuous revision of nutrition information in order to support future planning and training. Further studies need to be carried out to determine the impact on dietary behaviour and examine if there is any link between certain dietary practices and related nutrition knowledge.Keywords: Nutrition knowledge, retention, impact, dietary behavior, children.

Factors influencing primary school children's knowledge of wildlife

We examined the wildlife knowledge of primary (aged 4–12) schoolchildren. In particular, we examined the effects of children's age and gender, as well as the taxonomy and origin (indigenous versus exotic) of wildlife, on the degree of knowledge about different species.We used illustrated ‘flashcards’ of mammals, birds and arthropods, drawn randomly from a species pool. Each indigenous example was paired with an exotic animal. Wildlife knowledge overall increased steadily with age, although the ability to identify species peaked at age 9 then declined slightly. Boys had significantly greater wildlife knowledge than girls, and children of both sexes identified more indigenous than exotic species. Knowledge of mammals was significantly better than that of birds and arthropods. Knowledge of some very common indigenous species, such as sparrow and earwig, was poor.We conclude that the potential for primary school wildlife education using common and easily accessible species of birds and arthropods is not fully realised, and that girls in particular lack knowledge of local species.

Fruit and vegetables--attitudes and knowledge of primary school children.

To evaluate whether children, aged 8-11 years could correctly identify commonly available fruit and vegetables; to assess the acceptability of these; and to gain a broad understanding of children's perceptions of 'healthy eating'. Fruit and vegetables used were those readily available in retail outlets in the UK. Data were collected from three year-groups (n = 221) using a questionnaire supported by semistructured interviews and discussions. Overall, fruit was more popular than vegetables and recognition of fruit better; melons being the least well identified. Recognition of vegetables increased with age; the least well identified being cabbage which was confused with lettuce by 32, 16 and 17% of pupils in their respective age groups. Most children (75%) were familiar with the term healthy eating, citing school (46%) as the most common source of information. Pupils showed an awareness and understanding of current recommendations for a balanced diet, although the message has become confused. If fresh fruit and vegetables are to form part of a balanced diet, the 'health message' needs to be clear. Fruit is well liked; vegetables are less acceptable with many being poorly recognized, factors which need to be addressed.