Pupils Of Primary School Age Research Articles

Psychological and pedagogical prevention and correction of non constructive forms of behavior of primary schoolchildren

The article provides data from a theoretical analysis of studies of non-constructive forms of behavior of schoolchildren. Over the past few years, domestic and foreign scientists have noted a significant increase in the manifestation of aggressive tendencies in the school environment. An analysis of scientific psychological and pedagogical literature shows that most studies on aggressiveness and aggression, manifestations of violence in the educational environment are devoted to adolescence. If earlier aggressiveness was a characteristic feature of adolescence, then at present manifestations of aggressiveness are becoming relevant already for pupils of primary school age. The problematic field of theoretical and applied research and its relevance is determined by the contradictions between: (a) the need of society indicated at the state level for the implementation of civil and spiritual and moral education of children, on the one hand, and insufficient theoretical and technological development of the problem of psychological and pedagogical prevention and correction of non-constructive forms elementary school behavior; (b) requirements for the formation of civil and spiritual and moral consciousness and the level of its scientific and methodological support in the education system; (c) the possibilities of developing an effective program of psychological and pedagogical prevention and correction of non-constructive forms of behavior of primary schoolchildren and its implementation in practice. The purpose of the psychological research is to develop the theoretical and methodological foundations of the content and practical ways of introducing a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. In the theoretical and empirical part of the study, the authors use an integrated methodology, qualitative and quantitative research methods. An integrated approach makes it possible to design and test a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. This article presents the results of the search-theoretical stage of the study, which included first grade students (58 people), their parents and teachers. The conducted theoretical and empirical research allowed to generalize well-known research projects on the problem of manifestation of aggression and aggressiveness, which were carried out by domestic and foreign scientists. Develop a program for diagnosing the forms and causes of the manifestation of aggression, aggressiveness and violence in children's school groups; to conduct a primary diagnosis of the severity of individual psychological characteristics of younger students (self-esteem, anxiety and behavioral reactions in critical situations), which cause aggressive reactions in the behavioral repertoire of junior schoolchild

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

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

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

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

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

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

Tutoring support as a pedagogical condition of arrangement of interpersonal communication of pupils of primary school age in the inclusive educational establishment

Tutoring support as a pedagogical condition of arrangement of interpersonal communication of pupils of primary school age in the inclusive educational establishment

Інформативна значущість показників фізичної підготовленості та морфофункціонального стану у структурі рухової системи учнів 9–10-річного віку

Irina Krasova & Oleksandr Krasov The article presents the results of the factor analysis of the indicators of physical preparedness, functional status and physical development of pupils of primary school age. Identified leading factors affecting the state of the motor system of children 9 – 10 years old, which allows to determine the direction of pedagogical influences that will improve the efficiency of the process of physical education in primary school. Purpose: to determine the presence and informative significance of the interrelations of indicators of physical preparedness, functional status and physical development of primary school pupils. Material & Methods: the study was conducted in the secondary school No. 2 in Pereyaslav-Khmelnitsky, 115 pupils of 3–4 classes at the age of 9–10 years took part in the study. The following methods were used: theoretical analysis and synthesis of scientific and methodological literature data; pedagogical methods (observation, experiment, testing); anthropometry; physiological research methods (pulsometry, spirometry, Shtange and Gencha tests, Rufie test) methods of mathematical statistics (correlation and factor analysis). Results: the informative significance of the main components in the general structure of the motor system of boys and girls 9–10 years old has been established. Conclusion: revealed significant relationships between the components of physical preparedness, functional state and physical development, which have certain gender and age differences, but despite these differences in the factor structure of the motor activity of children 9 and 10 years old, it can be noted that there are general tendencies, which consist in the dynamic, heterochrony of development and the relationship of its main content components.

Обучение младших школьников эвристическим приёмам решения творческих задач в ходе внеурочной деятельности

The article reveals the features of teaching younger schoolchildren to heuristic methods for solving creative problems using elements of the “Theory of Inventive Problem Solving” technology implemented in the process of extracurricular activities. The program approach to the organization of circle work of the general intellectual direction, focused on the development of creative abilities of children of primary school age in extracurricular time is considered. As a research method, the authors used an experimental experiment, including the diagnosis of the creative potential of pupils of primary school age.

Теоретический подход к разработке программы формирования экономической культуры у детей-сирот младшего школьного возраста

The article reveals the main directions of the content of the economic component of the education and upbringing of younger schoolchildren. It emphasizes the relevance of this problem for orphans raised in an orphanage, since the development of their economic literacy eliminates potential difficulties and ensures more successful process of further socialization of the growing personality. Particular attention is paid in the
 article to the theoretical foundations of the development of a program for the formation of an economic culture among pupils of primary school age.

ЕЛЕМЕНТИ ОТ STEM КОНЦЕПЦИЯТА В ОБУЧЕНИЕТО ПО ТЕХНОЛОГИИ И ПРЕДПРИЕМАЧЕСТВО ЗА ПОДПОМАГАНЕ НА ЛИЧНОСТНОТО РАЗВИТИЕ НА УЧЕНИЦИТЕ В 1 – 4 КЛАС

STEM is the acronym of the first letters in English of science, technology, engineering, and maths. This is a training concept that is related to inspiring young people to develop in the field of science and technology. This concept implies a holistic approach in education - learning all the subjects studied to contribute to inspiring students and to educating personal qualities for successful realization in the field of science and technology. From a didactic point of view, this concept implies unity between content and organization of learning, between teaching and learning. The implementation of STEM training in elementary school corresponds to one of the applications of this concept, namely that development itself is an irreversible process characterized by favorable sensory periods. The sooner STEM training takes place, the better. In economically developed countries there are real practices of introducing STEM training even for the youngest children of 3+ years. The object of the present study is the technology and entrepreneurship education as an element of STEM training in elementary school, and the subject - the personal development of students in technology and entrepreneurship education as an element of STEM training in elementary school. The aim of the paper is to present our approaches to technology and entrepreneurship education as an element of STEM training to support the personal development of pupils of primary school age. In the course of the research we carry out the following tasks: 1. Clarifying the essence of STEM training. 2. Developing approaches to technology and entrepreneurship education to help students' personal development. 3. Matching the results of technology and entrepreneurship training to labor market requirements.

Protocol for a systematic review: Interventions to improve mathematics achievement in primary school-aged children: a systematic review.

Protocol for a systematic review: Interventions to improve mathematics achievement in primary school-aged children: a systematic review.

TAKING INTO ACCOUNT THE AGE CHARACTERISTICS OF ELEMENTARY SCHOOL STUDENTS WITH SPECIAL NEEDS IN THE CONDITIONS OF INDIVIDUALIZATION OF EDUCATION

In the article is analyzed the modern concept of elementary school and it is determined that its purpose is to create for each child, despite all sorts of deviations, favorable conditions for the comprehensive development of his abilities and talent, the purposeful development of his personality. The reform of the system of inclusive education, the transition from the traditional approach in the educational process to the competent, from the mode of functioning to the mode of development and self-development, testify to the real need to address the problem of individualization of education. Outlines the age-old peculiarities of primary school pupils and internal psychic peculiarities of a child of junior school age with special needs for the organization of their individual learning. Among them there is an intellectual aspect, semantic perception and structural perception. The results of social sections, surveys of psychological, medical and pedagogical consultations and scientific works of foreign and native scientists of this problem are analyzed. In the form of a table the basic age features of pupils of primary school age are systematized and presented. It is determined that the important functions of the teacher during the individualization of training are the stimulation of cognitive activity, constant control over the implementation of tasks, timely assistance in overcoming the difficulties of learning. The anatomical-phychic and psychological age features of pupils of primary school age are described. The basic groups of children with special needs and their psychological and physical qualities are determined. The psychological features of pupils with visual, hearing, speech disorder, musculoskeletal disorders and mental retardation are analyzed. The peculiarities of intellectual activity of pupils of elementary school with developmental defects are described. The personalization of the teaching of primary school pupils in the context of inclusive education is characterized. It is determined that the individualization of studying in primary school should be aimed at studying, disclosing the individual inner world of each pupil, and also creating conditions for its possible manifestation.

THE DEVELOPMENT OF AXIOLOGICAL ATTITUDE TO THEMSELVES AND THEIR PEERS IN PRIMARY SCHOOL CHILDREN FROM THE ORPHANAGE AND COMPREHENSIVE SCHOOL

The article features current problems of development of the axiological attitude to themselves and their peers in orphanage and comprehensive school pupils of primary school age. The possibilities of the development of the axiological attitude to themselves and their peers among orphans in specially-organized conditions are studied. The article summarizes the results of an experimental study of the dynamics of the valuable relation to themselves and their peers in the implementation of correctional and development program "Live in peace with each other and friends". Valuable relation to themselves and their peers was measured by the test method Rene Gilles and "incomplete sentences", which used a modified processing of the results. The paper draws conclusions about a low level of development of the axiological attitude to peers in orphans, as well as about the effectiveness of the implementation of correctional and development programs in orphanages in terms of the development of value-semantic sphere of the person. The results of experimental studies can be useful to teachers, psychologists, social workers, primary school teachers

Nyanlända elevers litteracitetspraktiker i skolan

During the last decade, the number of recently arrived immigrant pupils has increased in Swedish schools. This has entailed great challenges for the educational system, not least concerning how these pupils can acquire written language skills in a second language. Against this backdrop, we have investigated the literacy practices of two recently arrived pupils. The two pupils, seven and eight years old, speak Dari as their first language, have no previous school experience and are now learning to read and write in Swedish. The pupils were observed during ten weeks in a mainstream Swedish-speaking educational context. Luke and Freebody’s (1990) four resources’ model was used in order to identify different literacy practices. The model emphasises four different practices that are all necessary, but not in themselves sufficient for a person to develop into a skilled reader: decoding words; understanding of semantic content; pragmatic use and a critical approach to texts. The article describes the challenges of literacy acquisition for the two children in relation to all four practices, but also pinpoints potential resources that can be used to support the pupils’ learning in relation to these difficulties. Finally, pedagogical implications for the teaching of recently arrived pupils of primary school age are discussed in relation to the results.

THE FORMATION OF PROFESSIONAL RESPONSIBILITY AMONG FUTURE TEACHERS PRIMARY CLASSES: PEDAGOGICAL ASPECTS

In the article authors present pedagogical approaches of forming of professional responsibility of the future teachers of Primary School. The role of responsibility is exposed as meaningful professionally-personality quality of teacher, essence of concepts «responsibility», «professional responsibility», «professional responsibility of teacher of primary classes». It is contradictions that is stipulated necessity of forming of professional responsibility of teacher of primary classes are educed.Different approaches are considered in relation to understanding of essence of responsibility of personality; the features of professional responsibility of teacher are distinguished.The authors identified three components of professional responsibility of the teacher of primary classes: cognitive, motivational-affective, action-behavioural. For each component developed criteria, indicators of formation of responsible attitude of primary school teachers to engage in professional activities and defined its levels. The article presents the results of the research of formation of professional responsibility in students – future teachers of primary classes of general school, the necessity of development of model of formation of professional responsibility of the future elementary school teachers as an essential quality which determines the effectiveness and success of teachers, as well as the effectiveness of the training of pupils of primary school age.

The emergence of cyberbullying in childhood: Parent and teacher perspectives

This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size N=41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Participants were generally aware of cyberbullying and its various forms and felt that it could occur among primary school-aged pupils. Thematic analysis was used to identify themes emerging from the focus groups. Relating to the emergence of cyberbullying, themes included children's ability (literacy and computer skills), access to ICT (Information and Communication Technology) and external factors such as peer pressure. When asked about the characteristics of children involved in cyberbullying, themes included the relationship between involvement in cyberbullying and traditional bullying, the role of gender, and different motivations for cyberbullying. None of the groups felt that cyberbullying was less upsetting for victims than traditional bullying and themes surrounding the impact of cyberbullying referred to the nature of cyberbullying and discussions relating to the characteristics of the victim were raised. When talking about the role of adult intervention, participants mentioned the use of rules/restrictions and the perceived generation gap in ICT skills. Participants agreed that supervision of Internet and mobile phone use at home would be beneficial, but was less in accord regarding the usefulness of supervision at school. The findings are discussed in terms of their implications for research and interventions.

Sustainability of international collaborative partnerships in education: a personal research journey

IntroductionThe growth of international collaborative development and research programmes owes much to a greater focus on transcultural research, funding in this regard, and the concern of universities to extend their international visibility (Rigby & Edler, 2005). It has also raised significant challenges and concerns regarding the conceptualisation and dissemination of international educational research, its sustainability, and the development of collaborative partnerships that transcend international borders. Furthermore, as those of us who have been closely involved in the development of international educational research and development projects have learned, developing sustainable international partnerships has been difficult, and has often been fraught with issues. These issues are not only related to processes of funding, knowledge production, and who the ultimate beneficiaries of the research will be, but also to partnership relationships as well as transcultural communication and intercultural learning.In this article, I focus on revisiting my field notes and personal reflections from a reflexive diary (ethnographic account), that I kept during an international project in education in Palestine that came to an end in 2014, in order to explore aspects that could possibly have influenced the development of sustainable international partnerships in education that brought about change. The purpose is to analyse my own reflections during the project and after it came to an end and, by connecting the personal to the cultural in this way, possibly contribute to further development of knowledge in this field.The project in Palestine cannot be characterised as a research project as such, but rather as an externally funded knowledge exchange project in education, with a strong emphasis on evaluation research in order to monitor progress and evaluate the impact of the project. As this project came to a close, it generated new projects and influenced the development of revised policies on teacher education. The dynamic relationship between international collaborative projects in higher education and the nature, scale, sustainability, and quality of our collaboration in bringing about educational change in this project has also become clearer. I, therefore, increasingly realised that the role that quality of collaboration played within this project, including the willingness of individuals and collective team groups to transcend international sociocultural boundaries, cannot be underestimated. The challenging path that this partnership followed enabled the greater international project team, as well as the Palestinian project team, to accomplish much more than we would have been able to achieve as individual researchers or as consultants at individual universities. Furthermore, my personal belief in the integral connection between the quality of human relationships in complex international educational research settings and the validity of processes in projects aimed at bringing about social change was confirmed.Brief Description of the International Project in EducationThe main objective of this knowledge exchange project was to improve the quality and relevance of the teaching practice component of teacher education programmes for primary school-aged pupils in Grades 1-4 in Palestine (West Bank and Gaza). In pursuance of this objective, the World Bank funded a Teacher Education Improvement Project (TEIP) in 2010, for which an international cross-faculty, cross-university team successfully bid to act as international consultants. Notification of the contract was received in March 2011, and the project came to a close in 2014. Strategic planning to achieve the overall goal of this project within a period of about 36 months was informed by a coherent body of knowledge derived from international research and practice in teacher education, whole-school improvement, and continuing professional development. …

Военно-патриотическое воспитание младших школьников

The article presents the experience of the Centre of Creative Development and Musical-aesthetic Education of Children and Youth "Radost" in
 Moscow with the pupils of primary school age in order to realize the target complex programs of patriotic education. The author considers the
 different aspects of the teachers´ collective of centre "Radost" in the process of academic and extracurricular activities with younger students and
 their parents. The forms of lessons such as meetings with veterans of the Great Patriotic War, discussion lessons, musical and musical-literary
 conversations are described. It is told about the experience of museum pedagogy.

Особливості розвитку координації у школярів молодших класів

<p><strong>Мета дослідження:</strong><em> </em>визначити особливості координаційної підготовленості школярів молодшого шкільного віку. <strong>Методи й організація дослідження.</strong> В дослідженні використані такі методи: метод теоретичного аналізу та узагальнення літературних джерел, вивчення документальних матеріалів, педагогічне спостереження і хронометраж навчальних занять; метод контрольних випробувань, педагогічний експеримент, методи математичної статистики. У експерименті прийняли участь 60 учнів: 20 — 2 класів, 20 — 3 класів, 20 — 4 класів.</p><p><strong>Висновки.</strong> У молодшому шкільному віці дівчатка мають більш високий, ніж хлопчики, рівень прояву статичної рівноваги, а показники динамічної рівноваги хлопчиків вище аналогічних показників дівчаток. Отримані данні вікового розвитку координаційних здібностей вказують на необхідність розробки методики диференційованого фізичного виховання дітей молодшого шкільного віку. Дітей, що не займаються спортом і мають середні й низькі показники фізичної підготовленості, варто орієнтувати на поліпшення особистих результатів.</p><div> </div>

THE ESSENCE OF MENTAL TRAINING AND OPPORTUNITIES FOR ITS USE IN THE VIOLIN TEACHING AND LEARNING PROCESS OF PUPILS IN PRIMARY SCHOOL EDUCATION

The subject of mental training has gained a great deal of attention in the field of sports psychology and various authors have shown that many of the components of mental training transfer successfully to a musical setting (Green, Gallwey, 2012). Yet the explanations for its success, why this may depend on certain conditions and whether there are special considerations for musicians, have remained relatively obscure (Johnson, 2003). Additionally, mental training is more frequently used in both sports and music with already-trained practitioners; the few studies that explore the components of mental training with children are currently in the field of sport (e.g. Orlick, McCaffrey, 1991; Julien, 2002; Li-Wei et al, 1992) and therefore do not address the specifics of learning a musical instrument. The aim of this paper is to investigate the premise of mental training and to assess opportunities for its use in the one-to-one violin teaching and learning process of primary school-aged pupils. The applied methods: Analysis of the scientific literature on mental training, its connections to literature in neuroscience and primary school age-related studies; teaching observations. Relevant conclusions: Children from a young age have mental imagery abilities and there are opportunities for the use of mental training in the violin teaching and learning process of pupils in the primary school age group. A synthesis of the literature on mental training, neuroscience and empirical teaching observations suggests that for mental training to be most beneficial, it should be introduced consciously and purposefully within the teaching and learning process.

Does the Method of Instruction Matter in Middle Basic Pupils’ Science Process Skill Acquisition? An Examination of Field-Based Inquiry and Conventional Strategies

This study investigated the extent to which the field-based, inquiry method of instruction (FBIMI) will be effective in impacting middle basic (5th grader) pupils’ science process skill acquisition as compared to the conventional strategy. The study adopted a quasi-experimental design particularly a non-equivalent control group type. The sample for the study consisted of three hundred and twenty-nine pupils from six schools selected by random sampling. Acquisition of Science Process Skills Test (ASPST) was the instrument used in this study. The reliability estimate for ASPST was found to be 0.95. It was found that teaching method, FBIMI is an important factor in science process skill acquisition of learners and the students exposed to FBIMI acquired process skill significantly higher than those exposed to conventional strategy. The experimental group showed a higher aptitude than the control group. Gender was found to have no significant effect in the acquisition of science process skills in the experimental group. FBIMI is very suitable for pupils of primary school age therefore; Basic Science and Technology Curriculum by Nigeria Education Research and Development Centre (NERDC) should include the use of outdoor, field-based experiences among its teaching and learning materials. Also, school supervisors should ensure that teachers use FBIMI as teaching strategy for basic science and technology.