Pupils In Class Research Articles

Evaluation of the organization of healthy free hot food for students in grades 1–4

The article presents the results of a survey of parents of junior high school students and parental control over the organization of meals. In the course of the sociological research the questions of satisfaction with the organization of hot breakfasts and lunches for pupils of classes 1–4 in connection with the transition to the 100 % coverage with healthy, hot free meals in general educational institutions were studied. Parents of children in grades 1–4 from 60 regions of the Russian Federation participated in the survey. Information was obtained and analyzed on the satisfaction of schoolchildren with organized meals according to the following criteria — satisfaction with the variety of meals, portion size, the number of meals offered, and their taste. The results of parental control are presented, which made it possible to identify the main directions of improving the organization of children’s meals — increasing the duration of breaks, monitoring children’s compliance with the rules of personal hygiene, organizing meals for children who require an individual approach to the organization of food for health reasons.

Progressivismens barnecentrering, hvide børn og ikke-hvide voksne

This essay expose and discuss Thomas D. Fallace’s explorations of the intellectual history of early US progressive education in order for Danish welfare professions to think about what referencing progressivism and Dewey may be associated with. Despite of pluralistic openings, it is depicted how the assumption that all human beings and all societies go through a development from savagery to civilization, and that non-white groups are stuck in early stages of that development, still haunts progressivism. The ethnocentric and racial assumptions were at first operative in the quest to optimize schooling for non-white pupils, e.g., in the colonies. Later on, progressivism concentrates on white middle class pupils in the private sector of schooling, although non-whites appear as a target group later in history.

Равнище на формираност на социолингвистичните и социокултурните компетентности на учениците в началния етап на основната образователна степен през погледа на родителите

A survey was conducted with parents of pupils in the primary classes in the country, which aims to study the parents’ opinions, attitudes, relations towards the formation of sociоlinguistic and sociocultural competences in their children.

Development of Physical Qualities in Children 6-7 Summer Age with Primary Use of Means of Gymnastics

the work Purpose is working out and realisation of a technique of carrying out of lessons of physical training in the first classes with primary use of means of gymnastics. During work carrying out studying and the analysis of the scientifically-methodical literature was spent, methods of pedagogical supervision, pedagogical testing of physical readiness, heart rate monitoring, and also methods of mathematical statistics were used. The offered technique represents introduction of the developed complexes of exercises during the lessons of physical training directed on development of the basic physical qualities and increase of health of pupils of the first classes, and also for entering of emotional colouring and interest. Use of an offered technique of training to exercises with primary use of means of gymnastics has allowed to raise a number of indicators of impellent abilities statistically essentially.

Harcèlement scolaire : à propos d’un dispositif de prévention mis en place dans un collège

AimsBullying is now a true issue in National Education. Implications are serious in both victims and agressors who belong to two high-risk young populations which leads to the intervention and preventive programs implementations. Around 15 per cent of school-age pupils are affected by that. Understanding and acting therefore sound important. This research aims to table a preventive program for intervention in a French secondary school. Materials and methodsThis study has being leaded in both a first and third-year class in a secondary school to collect each pupil's representations for talking about that and understanding each individual's working in the classroom. Firstly, pupils are invited to respond to this question “what do you think of the word bullying?” by the mean of an illustration drawn for one hour. These productions let do various kinds of representations. Then we asked three questions so that each pupil play the role either as an abuser or an onlooker or a victim to start talking in the class from each pupil's drawing for improving the group dynamics. ResultsWe first noticed each pupil's answers have shown how serious and burdensome situation is. From their drawings, differents kinds of representations was characterized such as the various aspects of bullying (secret, failure of group dynamics, phenomenon of repetition and markers of difference), the acknowledgement of feelings, their victims, abusers and onlookers’ representations in which the pupils of both classes shown differents ways of life and behaviour. From different pupils’ talkings and representations, we understood when they identify with both the victim and the abuser or the access to the words can stop the bullying especially if caring and motivated adults are there. During the talkings, a reassuring message travels between the witnesses who then have a common feeling to be a part of a group whose each member has to be protected from. The results restitution time provided an opportunity for the most positive feelings pupils to talk about in front of other people. ConclusionsThese various data are used to draw up a plan of action for stopping micro violence. They brought to light the diversity of issues according to the age and the gender of participant's requiring suitable actions depending on groups and classes. In this way, the prevention of bullying becomes a top priority of any age group and specially during the teen years which is a identity weakness time. The understanding of whiteness’ behaviour remains the best way to draw pupils’ attention. At last, it is essential to tell them the effects of bullying on victims and abusers as well as to draw pupil's attention to their differences.

Алиментарные факторы, влияющие на формирование пищевого статуса ребенка в школьном возрасте

Objective. To reveal the dependence of the alimentary factor’s influence on the formation of nutritional status disorders in organized groups of school-age children. Patients and methods. A sample questionnaire and an anthropometric survey of 488 school children aged 8–9 years (group 1), 12–13 years (group 2) and 16–17 years (group 3) were conducted. Nutritional status was analyzed by anthropometric measurements using regional modified regression scales for the Samara Region. The analysis of the results obtained, including the risk of nutritional status disorders, was performed with the use of parametric statistical procedures. Results. Hot school meals were provided to 85.6% of pupils in grades 2–3, to 55.6% of sixth graders and 36.4% of pupils in the senior classes. A rational diet was revealed in 18.3% of cases in the junior school group and only in 7.0% of cases in group 3. The consumption of bread and bakery products, vegetables, fruits, milk, and dairy products increases by high school age. The frequency of fish and seafood consumption in most cases in each age group is limited to a few meals per month. Anthropometric studies showed a significant increase in the proportion of children with nutritional status disorders (underweight or overweight) between the ages of 12 and 17. Conclusion. The risk of nutritional status disorders in the examined children was due to the high frequency of consumption of bakery and confectionery products, decreased consumption of fruits and vegetables, and infrequent meals. Key words: school meals, regimen, nutritional structure, nutritional status

The methodology of organization the work with pupils in the 1st class with cartographic manuals in the process of studying the course “i explore the world”

The methodology of organization the work with pupils in the 1st class with cartographic manuals in the process of studying the course “i explore the world”

Development of soft skills of pupils in biology classes while studying the section "The person and their health”

Development of soft skills of pupils in biology classes while studying the section "The person and their health”

Organization of pedagogical support of the process of formation of military professional orientation among pupils of cadet classes of the Russian Guard

Organization of pedagogical support of the process of formation of military professional orientation among pupils of cadet classes of the Russian Guard

Assessment of Nutritional Status Among Primary School Pupils in South Western Nigeria

Malnutrition remains a major problem affecting millions of children in Africa. The objective of this study was to assess the nutritional status among primary school pupils in Olorunda Local government of Osogbo metropolis in South Western Nigeria. Semi-structured questionnaires were administered to respondents in11schools randomly selected. A cross sectional study design was used and multi-stage sampling technique was utilized in selecting participants for the study. Data was analyzed using Statistical Package for the Social Sciences. A total of 487 pupils were interviewed and their age range was 5–16years with a mean age of 8 years. More females (53.6%) than males (46.4%) were interviewed. Most fathers were skilled workers and while most mothers were in the unskilled labor force. Above half (50.2%) of the study population were found to have poor nutritional history based on the 24 hour dietary recall. Also using WHO standard measurements of z score with a standard deviation of <-2, which is an indication of moderate undernourished children, 65.7% were stunted with low height for age, and 74.5% were underweight with low weight for age. More pupils were stunted in the higher classes compared to pupils in the lower classes. The study concluded that despite the various intervention programmes of non-Governmental and Governmental organizations, significant percentage of Nigerian primary school children still have poor nutritional status.

The Effect of Specialised Instruction on The Level of Self-Assessment of Primary School Pupils in An Inclusive Environment: The Case of Kazakhstan

The present study aims at investigating the effect of specialized instruction dealing with the development of primary school inclusive class pupils’ levels of self-assessment. The participants of this study are the primary school inclusive classrooms pupils enrolled in state primary schools in Almaty. Overall 273 pupils participated in the study, 17 of which were pupils with special educational needs (SEN) whereas 256 were normal pupils. The study was conducted in the form of quasi-experimental research design and quantitative research method was used in analyzing the data with the help of SPSS program 23.0. Descriptive statistics (mean, std. deviation), as well as non-parametric test in terms of Mann Whitney U test and Wilcoxon test were used in the study. The results of the study indicated the positive effect of specialized instruction on both pupils’ with SEN and normal students levels of self-assessment. There was found statistically significant difference in pupils’ scores before and after the specialized instruction

Pedagogical fundamentals of creative improvement for ecological concepts in primary class pupils

This article discusses the basics of creative formation of environmental concepts in primary class pupils, ie environmental knowledge, values, skills and attitudes and beliefs that ensure the formation of a responsible attitude to the environment, environmental awareness and ethics that regulate pupils' diverse activities. The basic tasks of the formation in morality, the creative process in the formation of ecological concepts in primary class pulis, the rules of conduct, criteria, as well as the reflection of the idea of national independence in the thoughts of pupils and also creativity, moral activity skills, debates on ethical, socio-ideological, economic, aesthetic and environmental issues in the process of environmental education, discusses in various fields of the national economy, in the fields of science, culture, industry and sports Effective use of information about the lives and activities of individuals who have made the name of the Republic of Uzbekistan famous with a high level of success, who make a worthy contribution to the development of its prestige, formed on the example of patriotic, national heroes. In addition, the content, form and methods of formation of ecological concepts, theoretical and practical aspects, comparison, generalization, the peculiarities of creativity in the formation of ecological concepts in pupils are described.

Pedagogy as Education to Active Thinking

In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the way in which societies are organised: all systems of education aim at the constitution of a particular kind of society through the formation of a corresponding mentality in the individuals. The ethical and political foundations of a society are mirrored in the education system: any reform of the society should, therefore, begin with the reform of the education system; furthermore, any reform of the society cannot be effective unless it is founded on the reform of education. As regards Dewey’s observations, we concentrate our attention on his criticism of any education system based on the passivity of pupils and on the massification of students: Dewey steadily pleads for a system of education aiming at the individualisation of pupils. As regards Freire’s meditation, we point out Freire’s uncovering of the oppression exercised against the subaltern classes through the traditional education systems: the constant relegation of pupils of the oppressed classes to a condition of total passivity, which is the aim of the system of education described by Freire as the banking concept of education, destroys any sense and aspiration to autonomy in the pupils themselves. Self-depreciation of pupils is the result of the traditional system of education. McLaren points out that a correct system of education should have as its own aim the self-transformation and the empowerment of the students: educators ought to uncover the relations holding between knowledge, which is always a social construct, and the interests of the dominant class.

ТЕОРЕТИЧНІ ЗАСАДИ ДИФЕРЕНЦІЙОВАНОЇ РОБОТИ УЧНІВ ПОЧАТКОВИХ КЛАСІВ З ТЕКСТАМИ: ДО ПИТАННЯ ПРО ФОРМИ ДИФЕРЕНЦІАЦІЇ

The article focuses on the forms of differentiation as an important aspect of the theoretical foundations of differentiated work of primary school students with texts. The bases and criteria, directions, forms and types, kinds and ways, levels of differentiation offered by scientists and methodologists are analyzed. In particular, according to P. Sikorsky, the basics of differentiated learning include the differentiation of goals, objectives, content of education, forms of learning. According to R. de Groot, the components of the educational (sub) system (state education system, school, classes) are levels (macro level, meso level and micro level), and, accordingly, differentiation between schools, differentiation between classes or streams, differentiated learning of groups of students ; the result of combining different areas of differentiation (educational goals, content of education and time, types of educational activities, etc.) in the category (forms of differentiation): differentiation by time, conditions or goals of education. Types of differentiated learning are revealed. It was found that in scientific and methodological sources, external and internal differentiation are considered forms of differentiation or its types. Different views of scientists on the essence of external and internal differentiation are considered: first, it is "external" ("profile") differentiation and "internal" ("level") differentiation, (respectively – differentiation of training and differentiated training); secondly – external differentiation, which is divided into level (for primary school) and profile (for high school), internal differentiation (teaching all students in a common curriculum, without creating separate groups or classes); third – external (profile) and internal (level) differentiation. According to O. Savchenko, in primary school external differentiation is applied by creating educational institutions of different types, different conditions for teaching students, using different programs; internal differentiation affects the content of tasks, duration of tasks, etc. Ways to use external and internal differentiation are clarified. The forms and methods of differentiation that are the most optimal for effective differentiated work of primary school students with texts are outlined. Key words: differentiation of training, forms of differentiation of training, types and ways of differentiation of training, training of pupils of initial classes, work with texts, differentiated work with texts.

Upgrade infrastructure of the national physical education system

The transition to a 12-year education system is predetermined by the increase in the amount of knowledge that pupils need to acquire as part of their school preparation. This requires a review of the attitude towards holding regular sports events. An increase in the mental workload for the full perception of educational material can be achieved under the condition of regular sports, attraction to which should be formed among pupils already in elementary classes. A balanced combination of physical exercise and brainwork makes it possible to increase the common load in both areas of activity. The pupils‟ performance in their recovery depends as much as possible on the level of concentration of their attention, which is achieved by combining the learning load with light physical exercises during lessons, which contributes to active rest and improvement of the general level in the perception of educational material. Thus, the ability of primary school teachers to ensure that pupils conduct sports and mass work directly and actively affects the performance of the primary school as a whole. Sports and mass work in primary school is an important form of study in the system of physical education of pupils. It is organized and conducted in accordance with the general purpose and tasks of physical education, contributes to the development of the physical and mental personality of junior pupils. As physical education lessons and organized physical exercises in the day mode, sports and mass work has its own specific tasks, therefore, it is filled with specific content, performs important functions in the system of physical education of junior pupils. Tasks are unleashed on satisfying the needs of junior pupils in regular classes and in identifying their physical potential in competitions with the help of various forms of sports and mass work.

Occurrence of Schistosoma hermatobium amongst L.E.A. Primary School Pupils in Giri village, Abuja, Federal Capital Territory, Nigeria.

The epidemiological studies and clinical features of Schistosoma hermatobium were carried out on 100 pupils of Local Education Authority (L.E.A) Primary School in Giri Village, Abuja. The result of this study showed a total prevalence rate of 33%. The prevalence of Schistosoma hermatobium in relation to gender showed that the male pupils 33.9% were more infected than the female pupils 31.8% But there was no significant relationship between prevalence and gender (p&gt; 0.05). However, the prevalence rate in relation to age group showed that age group 14-16 had the highest rate of prevalence (43.5%). Statistical analysis also showed that there is positive correlation between prevalence and the various age groups (p&lt;0.05). This study showed that Primary six pupils had the highest prevalence of Schistosoma hermatobium in relation to class of study. (37.7%). However, there was no positive relationship between prevalence and class of pupil (p&gt;0.05). This study reveals that Schistosoma hermatobium parasite is a concern in Giri area, Abuja, FCT. Therefore, this study recommends that the government should create awareness on the impact of this disease and to enlighten the children through health education programs on the mode of transmission of this parasite and how to control Schistosomiasis.

The Effect of Studying in Selective Classes on the Change in Pupils’ Action-Control Beliefs During Lower Secondary School in Finland

ABSTRACT Tracking pupils based on their abilities or other aptitudes is a common practice in many countries. In Finland, selective classes with a special emphasis have become popular. The societal and individual effects of tracking are a topic of ongoing educational discussion. Tracking has been seen to increase educational inequality, but still it has been defended as an important practice enabling individualised and adjusted teaching. This study examined whether studying in a selective class with a special emphasis has an effect on the development of pupils' action-control beliefs from grade seven to nine. Results showed that pupils who studied in classes with a special emphasis showed greater achievement and were more likely to have highly-educated mothers than pupils in classes without an emphasis. This selectivity explained most of the differences found in action-control beliefs between classes. Pairwise comparisons showed small differences in the change of certain action-control beliefs between classes.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ОСОБИСТОСТІ ПІДЛІТКІВ В УМОВАХ ДОПРОФІЛЬНОЇ ПІДГОТОВКИ

The article presents the results of an empirical study that highlights the psychological peculiarities of personality of adolescents in conditions of pre-professional training. It is implemented in grades 8-9 with the aim of professional orientation of pupils, assistance of their choice of the direction of profile education in high school. It is established that adolescents who study in classes with in-depth study of various subjects, have original personality peculiarities. They are manifested in personality traits, self-esteem, levels of demands, personal orientation and professional inclinations. Pupils of mathematical class, unlike pupils of humanitarian class, are more practical, persistent, balanced, prone to analysis and intellectual processing of information, have a developed sense of duty, but they are more anxious. In interpersonal communication they are more closed; they are more likely to have difficulties while establishing direct contact. Pupils of humanitarian class, comparing with pupils of mathematical class, are characterized with greater flexibility, sociability, but less emotional stability. They are cheerful, expressive, have more developed aesthetic interests. They are less likely to be dissatisfied with themselves and to self-flagellation. Most pupils of the mathematical class have a higher level of demands than the level of self-esteem. In the humanitarian class the opposite trend is observed: self-esteem of most pupils is higher than the level of their demands. Humanitarian pupils are characterized with the need to communicate, the desire to maintain good relations with peers. They show a lasting interest in joint activities. Pupils who study at mathematical class have a more developed interest in the work process; they are less focused on interaction, but tend to perform tasks independently. The inclinations towards the types of professions of mathematical and humanitarian class pupils are mostly related to the educational profile. The interests of most adolescents of the mathematical class located in the area of calculations, accurate calculations, functioning of mechanisms and devices. The most optimal types of professions for them were «Person-sign system» and «Person -technique». Pupils of the humanitarian class differ from pupils of mathematical one in the desire for sophistication, creativity, direct interpersonal interaction. The types of professions that suit their interests best are «Person-person», «Person-artistic image», «Person-nature». The main directions of the psychologist’s work with adolescents in the conditions of pre-professional training are outlined. The prospect of further research is highlighted, namely the development of a program of psychological support of the personality of adolescents and test of its effectiveness in conditions of pre-professional training.

ОСОБЛИВОСТІ ВИПРАВЛЕННЯ ТА ФОРМУВАННЯ КУЛЬТУРИ ПОВЕДІНКИ УЧНІВ ПОЧАТКОВИХ КЛАСІВ

The article determines the urgency of the problem in modern society and the tasks that need to be solved quickly and effectively. There is considered the essence of the concept of "culture of behavior and there is described the main ways of its interpretation. There also is explained connection between the culture of behavior and the moral education of primary school. Teachers, philosophers and psychologists who also studied this problem are mentioned. There are given examples of reasons in violation of the culture of children of primary school age behavior. It is determined that children's behavior can be appeared through stubbornness, anger, self-suggestion, lying, fear, etc. There is determined the educational impact of parents, family, teachers, media, movies, cartoons, fiction and the environment on children and their behavior. The article describes who has the greatest educational role in formation the culture of children's behavior. It is determined that the formation of correct behavior in primary school applicants should be comprehensive, structural and defined for those who should participate in this process. In order to correct and form the correct culture of primary school student’s behavior, the article considers the following general methods of education: methods of forming social consciousness, methods of forming the experience of social behavior, methods of encouragement and punishment. The article conducts the analysis of these methods concerning education, correction and formation of culture of behavior of pupils of initial classes, their expedience and effectiveness. There is also an explanation of the correct use of methods such as conversation, example, dispute, exercise, assignment, demand, encouragement and punishment. The article explains how methods of educational influence teach and influence children of primary school age and what results to expect after the application of these methods. It describes the phased application of these methods in diagnostic research and its results. It provides recommendations for primary school teachers and parents on the education of students' cultural behavior, based on the results obtained in the research process. It outlines communication skills, that teachers need to have in order to get positive results in formation the right culture of primary school student’s.

Is the concept of “peanut-free schools” useful in the routine management of peanut-allergic children at risk of anaphylaxis?

Summary Background Parents of school-age children with food allergies and potential anaphylactic reactions want their children to have an unburdened and risk-free everyday school life. Thus, particularly in the case of peanut allergy, demands for peanut-free schools are put forward. Results and discussion The position paper of the food allergy working group of the German Society for Allergology and Clinical Immunology (Deutsche Gesellschaft für Allergologie und klinische Immunologie) highlights why the concept of peanut-free schools does not protect peanut allergic children, but rather bears potential disadvantages and risks for all those involved. The focus on peanut as a potential trigger of anaphylactic reactions ignores other relevant triggers. Conclusion In order to address the fears and concerns of patients, parents, and school staff, it is mandatory to develop various coping strategies. These should enable and ensure the safety and participation of food-allergic pupils in classes and other school activities. Therefore, it is important to implement adequate measures for allergen avoidance and emergency treatment for students with confirmed food allergies.