Young School Children Research Articles

Self-image of children with parents working abroad

Like other countries, Romania exports labour permanently or seasonally. In the secondscenario, the question of the psychological price paid by children left at home arises. A number of answers have already been accumulated, but this natural experiment of occupational migration still off ers much room for investigation. Can the ontogenetic dynamics of childhood self-image act as a protective factor? Does the constellation of parental absence matter? How do the two variables interfere on global self-image/on sub-components? These are the stakes of the present study, carried out on a group of 175 preschoolers and young schoolchildren from the cities of Galați and Iași. We opted for one of the multidimensional paradigms of self-identity [11] and a 2x3 research design. There are two novelties, relatively counterintuitive, compared to other similar researches in terms of topic: - in the case of self-image, there are no diff erences between children with one absent parent and those with both parents present; - identification of the fact that participants with both parents present have a self-image centred on aggressive behaviour more accentuated than children with absent parents.

INTERDISCIPLINARY COMMUNICATION IN THE DEVELOPMENT OF PRIMARY SCHOOL STUDENTS ' INTEREST IN MUSIC LESSONS

Interdisciplinary communication is a comprehensive approach to the problem of developing the interest of younger schoolchildren. The paper considers the issue of the connection of Kazakh music and painting in music lessons in the development of interest of elementary school students in music lessons. The analysis of the textbook on music is made, the interaction of arts such as music and painting in educational activities at music lessons in the 4th grade is considered.

Parents' daily involvement in children's math homework and activities during early elementary school.

This research examined parents’ involvement in children’s math homework and activities. During 2017 to 2019, American parents (N = 483; 80% mothers; 67% white) of young elementary school children (M age = 7.47 years; 50% girls) reported on their math helping self‐efficacy; they also reported on their involvement in children’s math homework and activities daily for 12 days. At this time and a year later, children’s math motivation and achievement were assessed. Parents’ involvement in homework (vs. activities) was more affectively negative (d = .34), particularly among parents low in self‐efficacy (d = .23). The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement (βs = −.09 to .20).

РОЛЬ ФАКТОРОВ РОСТА ФИБРОБЛАСТОВ 19, 21 И БЕЛКА KLOTHO В РАЗВИТИИ ИНСУЛИНОРЕЗИСТЕНТНОСТИ И ОЖИРЕНИЯ У ДЕТЕЙ

The incidence of obesity in children, especially in younger schoolchildren aged from 7 to 10 years, is progressively increasing in all countries. This has led to interest in the search for potential biomarkers that can identify individuals at risk of developing metabolic disorders and for whom preventive measures can be adapted. Fibroblast growth factors 19 (FGF-19), 21 (FGF-21) and Klotho protein are regulators of energy homeostasis. However, in the pediatric population, the relationship between obesity, metabolic disorders and the aforementioned factors has not been studied in depth. The literature review presents the main mechanisms of action of FGF-19, FGF-21 and the Klotho protein, expanding our understanding of their role in the development of insulin resistance and obesity, and discusses the scientific basis for further research in pediatrics.

Online Literacy Instruction for Young Korean Dual Language Learners in General Education.

English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children’s school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.

Growing Infantilism in Modern Adolescents and Young People: Symptoms and Causes

In the 21st century, in the era of growing infantilism, one of the important tasks of modern psychology and pedagogy is to solve the problem of educating and developing the responsibility of adolescents and young people. There are various hypotheses about the emergence of infantilism and irresponsibility and their manifestations in childhood and adulthood. The strength of society is the strength of individuals who make it up; therefore, in modern science it is important to identify the causes of social infantilism and introduce technologies for its prevention and correction. On the basis of a theoretical analysis, the authors consider the dominant symptoms of infantilism (irresponsibility, mental discomfort, loneliness, sexual behavior disorders, narcissism and gender chauvinism) as well as their manifestations in different age periods. According to the authors, the main reasons for the development of infantilism in adolescents and young people are as follows: (1) the lack of collective education and the low influence of teachers, psychologists and the educational environment as a whole on the personality development; (2) the pronounced style of pedagogy of freedom, provoking the development of egoism; (3) the delegation of responsibility for education exclusively to the family in the absence of psychological and pedagogical support for family relations; (4) the deformed model of family relations against the background of falling birth rates, shifting gender roles and family values. To prevent and correct infantilism among adolescents and young people, specialists in the field of modern education need to carry out systematic diagnostic work with families and pay close attention to the introduction of practical technologies for the prevention of irresponsible behavior among younger schoolchildren and adolescents. In addition, it is necessary to introduce psychological and pedagogical education of the younger generation on the issues of personal self-development, self-education and self-fulfilment.

Resonance Scanning and Analysis of the Electroencephalogram in Determining the Maturity of Cortical Rhythms in Younger Schoolchildren

Resonance Scanning and Analysis of the Electroencephalogram in Determining the Maturity of Cortical Rhythms in Younger Schoolchildren

Parent–Teacher Conferences: Teachers' Information Provision and Parents' Involvement in Children's Schooling

Parent–teacher conferences are considered an important bridge between home and school, but there are little data on what teachers discuss during these conferences and whether it is linked to parents' involvement in children's schooling. Parent–teacher conferences (N = 431) with parents of young elementary school children (mean age 7.68 years) were audio-recorded and coded. A subset of 255 parents reported on their involvement in children's schooling approximately 5 months later. Teachers mainly discussed children in the academic context, with little attention to the curriculum or parents' involvement. Teachers concentrated less on math than literacy and adopted less of a process orientation (e.g., a focus on strategies and motivation) for math. Only teachers' process orientation was associated with parents' involvement: The more teachers adopted such an orientation, the more parents were involved.

Особенности формирования экологической культуры у младших школьников с легкой умственной отсталостью в учебной деятельности

The research aims to characterise the state of ecological culture formation in primary school students with intellectual disability, which in accordance with the Adapted Basic General Education Curriculum Guidelines includes the following: commitment to environmental behaviour, taking care of one’s own health, positive attitude to a healthy lifestyle and respect for nature. The paper considers the notion of “ecological culture”, presents the results of a practical study of ecological culture formation in younger schoolchildren with intellectual disability (according to the abovementioned criteria), draws conclusions and outlines prospects for further work. The research is novel in that it identifies the psychological and pedagogical features that lead to difficulties in ecological culture formation in schoolchildren with intellectual disability, i.e. underdevelopment of cognitive activities, difficulties in analysing, synthesising and perceiving information, emotional-volitional immaturity, difficulties in forming beliefs, views and feelings, difficulties in forming personal learning outcomes. As a result, the researchers have determined the areas and procedures for ecological culture formation in younger schoolchildren with intellectual disability on the basis of an activity approach, have developed and tested an algorithm for ecological culture formation in children of the specified category.

The Use of Symbols by Elementary Schoolchildren and Adolescents with Learning Disabilities as Tools of Awareness of Subjective Reality

Schoolchildren with learning disabilities have difficulties in communication and interaction with other people and this is related to their awareness of other’s subjective reality. A symbol is a “mental tool” for awareness of subjective reality. The symbol is a cultural presentation of subjective reality, mediating the relationship and interaction of two or more agents. The purpose of this study, based on cultural-historical methodology, is to identify and experimentally verify the use of symbols to understand this agent’s subjective reality by younger schoolchildren and adolescents with learning disabilities. The experimental method is based on identifying the dominant attitudes to the awareness of the agent’s subjective reality, as well as how it is interpreted and evaluated by the child. The study involved 80 students of secondary schools: 40 with normal development and 40 with learning disabilities (9-12 and 14-16 years old). It showed difficulties in understanding agent’s subjective reality and the predominance of a stable objective attitude to symbols and other people, with significant differences in the Mann-Whitney U test for the experimental group of participants of both ages. This feature is considered as an obstacle in the construction of interpersonal relationships and cooperation by children and adolescents and can serve as a target for psychological assistance.

Percentile Norms for an Early Reading Assessment in Malay

The study aimed to develop percentile norms on early reading proficiency among young elementary school children. These percentile norms were derived from a suite of early reading assessments in Malay administered to 866 Primary One (Grade 1 equivalent) school children from multilingual and multi-ethnic backgrounds. During testing, the children (462 males and 404 females) were approximately seven years old. The early reading assessment battery included measures such as letter writing, letter name knowledge, letter name fluency, rapid automatised naming, phonological awareness comprising elision, phonological memory, spelling, word reading accuracy, word reading efficiency, oral reading fluency, reading comprehension, vocabulary comprising expressive vocabulary and receptive vocabulary, and listening comprehension. These percentile norms are useful for the early identification and intervention of young children with reading difficulties and reading disabilities from multilingual communities whose languages include Malay, a transparent orthography. The implications of using the norms data for the diagnosis and classification of children with reading difficulties are discussed.

Коррекция дисграфии у детей младшего школьного возраста с общим недоразвитием речи

This article is devoted to the disclosure of the content of the correctional work of a speech therapist in violation of written speech with children with general underdevelopment of speech. The purpose of the article is to show the effectiveness of speech therapy work aimed at correcting dysgraphia of children with speech disorders. The increase of the growth of children with speech impairment in recent years indicates the relevance of this problem and the need to provide corrective assistance from teachers and a speech therapist. Untimely detection and correction of dysgraphy associated with speech underdevelopment prevent the full assimilation of the curriculum and the comprehensive development of the pupil. Research method. The author presents research data obtained using the diagnostic technique of O.B. Inshakova, which allows specialists to identify a violation of the written speech of younger schoolchildren and the degree of its severity. The methods of work of the teacher are also proposed, which increase the effectiveness of the correctional work of written speech in children of primary school age with speech disorders. Research results. The control experiment showed that the number of dysgraphic errors in children of primary school age with general underdevelopment of speech decreased by 35%. Conclusions. The results of the study of the written speech of younger schoolchildren indicate the need for the use of corrective work by a speech therapist, which should be focused on the development of phonemic hearing, sound pronunciation, sound analysis and word synthesis skills, it is also necessary to expand and enrich the child's vocabulary.

The state of the feet in younger schoolchildren in the conditions of an innovative form of education

Introduction. The foot is the foundation of health, performing essential functions for ensuring human life. The foot’s disorders and deformities significantly limit the body’s capabilities and reduce the quality of life, starting from childhood. A necessary condition for prevention is the assessment and control of the feet, including educational activities. The importance of such studies increases with hygienic studies of innovative forms of education. Materials and methods. The study involved 220 7-9 year children (104 boys and 116 girls), studying in an innovative form of education that implements the mode of dynamic postures sitting at a table and standing at a desk. Plantographic studies were carried out using a copy print of the trace “Bauerfiend” (Germany). For the analysis of plantograms, the Striter method was used. Various symmetrical (two-sided) and asymmetric (one-sided) combinations of right and left foot states were evaluated (11 variants in total). Results. The features of the prevalence of symmetrical and asymmetric forms of states of the longitudinal arch of the foot in students aged 7-9 years are determined. Symmetrical forms of foot conditions were found in 64.1% of children, asymmetric-in 35.9 %. The prevalence of normal bilateral arch of the foot was observed in only 28.6 % of children, flat feet-in 13.2 %, flattening-in 17.3%, elevated arch-in 4.1 %, hollow foot-in 0.9 % of children. In the course of training from the 1st to the 3rd grade in dynamic poses, positive dynamics of the feet states was noted 1.8 times more often than unfavourable. The features of the dynamics of the state of the feet were revealed: the frequency of flat feet did not change, the increased arch of the right foot decreased by 3.5 times, the left - by 11 times; the flattening of the right foot increased by 1.6 times, the left foot - by 1.8 times. It is pointed out that it is necessary to identify asymmetric states of the feet that have a prognostic value in the formation of disorders of the musculoskeletal system in children, including in educational activities. Limitations. The criteria for inclusion of children in the study were the age from 7 to 9 years and the absence of acute diseases at the examination. Conclusion. The obtained data should be considered when conducting and analyzing the results of foot examinations in the process of preventive medical examinations of the child population.

TEACHING FOREIGN LANGUAGE FOR YOUNGER PUPILS WITH USING INNOVATION TECHNOLOGIES AND INTERNET RESOURCES

The article discusses the main features of the use of Internet resources and technologies in teaching young schoolchildren a foreign language. A form of conducting classes with the use of computer technologies is proposed, and an example of drawing up an assignment using the “drag and drop” template technology is given. The use of information and communication technologies (ICT) in foreign language lessons (FL) is characterized by the presence of a high communicative ability and the active involvement of children in the educational activity.

Reduction of aggressiveness level of children with hearing impairment in inclusive education

A high level of anxiety in children of primary school age with hearing disorders affects their communicative and emotional sphere, reduces motivation for learning and development. The article defines the phenomenon of aggressiveness. The signs and causes of aggression of children with hearing impairments in primary school are presented. The methods of psychological and pedagogical treatment that correct the aggressive behavior of primary school children with hearing impairments are introduced. The concepts of sand therapy, relaxation and art therapy are revealed. The possibilities of game therapy in working with younger schoolchildren are explained. Diagnostic research methods, such as the observation method, the "Self-portrait" method by A.Karelin, the "Hand testing” method by E. Wagner, Benevolskaya's questionnaire for teachers were performed.  The performance of a teacher-psychologist in schools with inclusive experience include 4 areas: advisory, diagnostic, informational-educational and developmental. The article also defines the necessity and effectiveness of psychological and pedagogical correctional work in order to reduce aggressiveness in children with hearing impairments.  The program of psychological and pedagogical correction of aggressive behavior in younger schoolchildren was proposed, edited and tested by authors of the article. Reduction in the aggressiveness of younger schoolchildren with hearing impairments who took participation in experiment confirmed the effectiveness of the program, which allows it to be used by modern psychologists and teachers in inclusive education. Key words: inclusive education, students with hearing impairment, children with special needs in learning, child aggressiveness, psychological and pedagogical correction.

Injury and death associated with jumping castles: A public health issue.

A recent tragedy in Davenport, Tasmania, Australia, resulted in the death of six young school children and serious injury to three others when the jumping castle on which they were playing was lifted from the ground in a gust of wind. It became airborne to a maximum height of 10 m and travelled 50 m before becoming lodged in a tree. This incident highlights potential serious health consequences associated with jumping or bouncy castles or inflatable bouncers. Previous studies suggest that one child presents every 46 min to a US emergency department with an injury sustained on a jumping castle.1 We conducted a literature search of MEDLINE and EMBASE for journal articles and used Google to identify news articles on jumping castle-related injuries and deaths. We identified 10 relevant full text journal articles from the USA and Europe, comprising five cohort studies and five case series/reports including 131 164 children/adolescents and 65 429 injuries directly related to jumping castles (Table 1). Olsen2 prospectively identified 112 amusement-park injuries of which 78 occurred on jumping castles over a 7-month period: most were sprains, mainly ankle (37%), fractures (29%), contusions of the back and extremities (18%) and wounds (10%).2 A study reported 49 fractures among children and adolescents playing on jumping castles who presented to a hospital emergency department (ED), only two of whom (aged 4 and 10) required surgery.3 A study using a hospital ED database identified 521 children injured on inflatable bouncers between 2002 and 2013.4 Almost half had fractures (n = 246, 47%), the upper extremity being the most common site (80.5%). These were followed by sprains (31.3%), contusion/abrasion (5.8%), concussion (4.6%), joint dislocation (3.8%), laceration (1.7%) and multiple injuries (0.4%). There was a substantial increase in injuries over time from 1.4 per 1000 in 2002 to 24.4 per 1000 in 2013.4 A prospective study identified 114 children injured on jumping castles who presented to the ED with fractures of the upper limb (humerus, distal radius), ankle sprains and vertebral fractures. Almost 90% of injuries were unwitnessed, parents being alerted by a crying child.5 The largest study, from the USA, used a national database to identify 64 657 injuries due to inflatable bouncers over a 20-year period.1 As reported for other studies, the most common injuries were fractures (27.5%), sprains (27.3%), soft-tissue injuries (18.0%), concussion (7.0%) and lacerations (6.4%). In this large study, an increasing number of injuries were observed over time, the increase being most rapid in recent years.5 We also identified news articles from web-based sources reporting 484 injuries and 28 deaths since 2000, with a trend for increasing numbers over time (Fig. 1). The news media is a helpful source of information: deaths were reported in news items but not in the medical literature. Most reported deaths were associated with jumping castles/inflatable bouncers being lifted off the ground by strong gusts of wind. The median wind speed was 43 km/h (range 8–137 km/h). Some bouncers were not anchored to the ground. Causes of death were not provided. The only Australian report, in 2001, described that 15 children were injured and a 7-year old girl died when a dust devil (‘Willy-Willy’, whirlwind, dust storm) lifted a jumping castle. The USA has the largest number of accidents related to jumping castles (53%), followed by China (11%), the UK (10%) and Australia (8%). Of the 28 reported child deaths related to jumping castle accidents, 29% occurred in China, 11% in the USA and 7% in the UK. This information highlights the potential dangers of inflatable bouncers for children and adolescents. Injury prevention requires adult supervision by centre staff and parents, limiting the numbers of children on the device, and securing the device to the ground. The Australian Standard for owning and operating commercial jumping castles (3533.1.2009) states that the device should be securely anchored and should not be used in inclement weather when wind gusts exceed 40 km/h. However, many reported deaths have occurred when a jumping castle was lifted off the ground by a dust devil, which is extremely unpredictable. Once airborne, jumping castles are often unstoppable and some have travelled up to 1.6 km from their origin. Some countries have banned the use of inflatable devices. Perhaps Australia should follow? APSU activities are supported by the Australian Government Department of Health; the University of Sydney, Faculty of Medicine and Health, Discipline of Child and Adolescent Health; the Children's Hospital at Westmead; and the Royal Australasian College of Physicians. EJ Elliott is supported by an NHMRC-MRFF Next Generation Fellowship (#1135959).

Using physical education lessons to develop the autonomy of primary school children

The shift in emphasis from the motor sphere to the mental, psycho-emotional sphere leads to a decrease in the natural motor activity of the younger schoolchild, which actualizes the development of the functional and body adaptive capabilities by means of motor activity. In this regard, the formation of independence for physical education is one of the most important problems in Kazakhstani primary school. Therefore, this research has been undertaken to study: a) the state of work of the country's general education schools in the formation of independence skills in junior schoolchildren; b) the essence and features for the formation of the independence skill in younger schoolchildren through general developing exercises in physical education lessons; c) to propose measures that ensure the effectiveness of the physical education process in primary school to improve the physical fitness of schoolchildren, the formation of their motivation for independent physical education. The revealed results showed that the real experience for organizing physical education of schoolchildren in primary school is not effective enough. The present study points to the beneficial effect of general developing exercises on the physical development of children, especially on the development effectiveness of the independence of schoolchildren and their need for systematic physical exercise.
 
 Keywords: general developing exercises, formation, pedagogical conditions, primary education; primary schoolchildren.

Features of the motivational sphere of modern Russian schoolchildren: content, age dynamics, the role of the educational environment

Introduction. In the context of the multi-vector value system characteristic of post-industrial society, the problem of educating the younger generations becomes relevant, which is inextricably linked with the development of the motivational and need state sphere of children. Taking into account the importance of motivation in the formation of the personality of children and adolescents, the study of the orientation, content, age specifics, as well as the role of the educational environment in the formation of motivational preferences of modern schoolchildren was conducted.Materials and Methods. The method "Tsvetik-semitsvetik" and its modified version were used in the work. The study involved schoolchildren of grades 1-3, 5, 9 and 10-11 in Moscow and the Moscow region. The total sample is 897 people.Results. Students of all age groups demonstrate an individualistic orientation of the motivational sphere. The content of motivational preferences of schoolchildren has age specifics: younger schoolchildren are focused on various material goods, the acquisition of new qualities and abilities; younger teenagers – on material goods, self-development, the desire for recognition, mutual understanding; high school students are focused on their "adult future", which reflects the peculiarity of their social situation of development. Modern schoolchildren of all ages are more focused on parents and the needs of the family than on their peers. Universal desires associated with an interest in solving the problems of a wide society are represented minimally in the motivational sphere of schoolchildren of all age groups.The educational potential of a modern school and the measure of its impact on the formation of the motivational sphere of students are limited by the contradictory conditions of the functioning of educational institutions.Discussion and Conclusions. The revealed features of motivational preferences of modern schoolchildren reflect the objective socio-cultural conditions of growing up in a post-industrial society focused on individualization and the values of personal consumption and generally correspond to the value orientations of the majority of modern adult Russians.

Проблемы, возникающие в ходе обучения младших школьников с разным уровнем успеваемости, и пути их разрешения

The article presents the results of a study carried out in the laboratory of primary general education of the Institute of Education Development Strategy of the Russian Academy of Education, to determine the reasons for the difficulties that appear in younger schoolchildren in the process of mastering the content of elementary school subjects. Typical general didactic problems arising in the professional activity of a teacher and provoking mistakes and difficulties of the student are discussed. The groups of primary school students with different levels of success in educational activities are characterized, recommendations are given to the teacher on the organization of individually differentiated work, taking into account the level of success of each student.

Типология задач на установление числовых закономерностей в начальной школе

The article discusses the expediency of forming in elementary school the intellectual ability to recognize patterns in the surrounding world. Based on the analysis of the available literature, the article reveals the concepts of "regularity", "task for establishing patterns", characterizes the features of the methodology for teaching younger schoolchildren to establish graphic and numerical patterns. The subject of the article is primarily numerical patterns, in connection with which cyclic, increasing, decreasing, as well as mixed numerical patterns that underlie tasks for their identification are described. For some types of tasks, examples of the use of numerical patterns are given: when systematizing, generalizing the program material of the initial mathematics course; checking the level of formation of the corresponding computational skills; preparation for the development of new computational techniques.