Young School Children Research Articles

Сущность понятия «навык работы с учебной информацией» и средства его педагогической диагностики у младших школьников

The article reveals the essence of the concept of the skill of working with educational information and pedagogical means of monitoring it in younger schoolchildren. The main interpretations of general pedagogical categories are presented through the analysis of “skill” and “educational information”. The periodization of the process of developing the skills of a junior student with educational information is determined, and the indicators of the performance of actions with educational information by younger students on the basis of the Federal State Educational Standard are also determined.

Актуализация использования концепции Снузилен-мультисенсорная среда в педагогике начальной школы

The article provides an overview of the concept of a multisensory environment and analyzes its possibilities for sensory-integrative education of first-graders at the stage of adaptation and younger schoolchildren from displaced families . The theoretical and methodological grounds for conducting an experiment in schools in Moscow and the Moscow region are considered in connection with the increasing number of first-graders who have problems at the stage of adaptation, and younger schoolchildren from displaced families who have problems integrating into a new socio-cultural environment for them. An overview of modern foreign and domestic research on the mental and physical development of children and factors contributing to learning difficulties is presented. The differences and unifying points are analyzed from the perspective of modern research in the field of sensory-integrative approach to understanding the lack of competence of teachers in working with younger displaced schoolchildren and first-graders at the stage of adaptation. One of the aspects of the psychological well-being of students in the educational process is the early identification and overcoming of learning difficulties in primary school. In conclusion, the authors consider the main problems and possibilities of organizing psychological and pedagogical support for the learning process in primary school based on an integrative approach (the concept of a multi-sensory environment), including through the training of specialists in this field to work with younger schoolchildren.

THE ROLE OF FOLKLORE IN THE UPBRINGING OF PATRIOTISM OF PRIMARY SCHOOL CHILDREN WITH HEARING IMPAIRMENTS

This article examines the problem of fostering patriotism in younger schoolchildren with hearing impairments and the importance of the pedagogical potential of folklore in this process. The study aimed to substantiate the pedagogical potential of folklore in the upbringing of patriotism in younger schoolchildren with hearing impairments. Research methods include the study and analysis of psychological, pedagogical, methodological, and special literature, as well as conducting experimental work with the introduction of empirical research methods. The experimental part of the study was conducted on teachers and teachers of a special school, and the results were achieved. Throughout the study, we identified the pedagogical potential of folklore and its use by teachers in the upbringing of patriotism of younger students with hearing impairments.

İBTİDAİ SİNİF ŞAGİRDLƏRİNİN ÖYRƏNMƏ MOTİVASİYASININ ARTIRILMASINDA KOMPÜTER TEXNOLOGİYALARININ ROLU

The article discusses the problem of using modern computer technologies to develop learn¬ing motivation of young schoolchildren. This direction is considered one of the most promising directions in the development of education. Lessons using ICT are especially relevant in primary schools. Students in grades 1-4 are visual-practical thinkers, so it is important to structure their learning using the highest quality illustrative materials possible. It involves not only vision but also hearing, emotions and imagination in the process of perception. It is known that the main task of primary education is to train the student to continue his education and prepare him for life. Thus, the information technologies used in the learning process in primary classes create conditions for the formation of students' imaginations and perceptions, create conditions for a more complete and meaningful assimilation of lessons. By creating conditions for a more interesting organization of lessons, it also leads to an increase in the learning motivation of students.

Pedagogical conditions for the formation of metacognitive knowledge and experience in younger schoolchildren

Pedagogical conditions for the formation of metacognitive knowledge and experience in younger schoolchildren

A Study on the Relationship between Parents’ High Educational Expectations and Children’s Academic Performance ——An Empirical Analysis Based on the CFPS2020

This paper studies the relationship between parents’ higher educational expectations and the academic performance of young children in middle school and primary school on the basis of data from the CFPS2020. Multiple regression analysis and intermediary utility analysis revealed that parents’ educational expectations and educational savings positively affect children’s academic performance and that age negatively affects children’s academic performance. There is some intermediary effect between family education savings and parents’ education expectations and children’s academic performance, but the proportion of indirect utility in the total utility is lower. Therefore, countermeasures should appropriately increase investment in children’s future education savings to avoid the negative impact of parents’ excessive expectations and less material support of children’s academic performance and pay attention to avoiding the extreme tendency toward excessive investment in education savings.

Стиль общения учителя с неуспешным младшим школьником

The article discusses the problem of choosing a style of pedagogical communication between a teacher and an unsuccessful younger schoolchild. It provides a description of an unsuccessful younger schoolchild. It examines the features of interaction between an unsuccessful child and teachers of an authoritarian, liberal and democratic communication style. It substantiates the optimality of the teacher’s choice of a democratic communication style. It describes a method for overcoming the problem of failure by creating a situation of success.

ФОРМИРОВАНИЕ СТРЕМЛЕНИЯ У УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ К ПРИОБРЕТЕНИЮ ЗНАНИЙ НА ПРОДУКТИВНОЙ ОСНОВЕНА УРОКАХ МАТЕМАТИКИ

The article "Formation of the desire of primary school students in mathematics lessons to acquire knowledge on a productive basis" is devoted to the urgent problem of forming the necessary competencies, skills and abilities for productive educational activities in primary school students. The author of the work gives a detailed analysis of the teacher's work in the initial level. Emphasizing the rather large proportion of reproductive methods in the educational process, the author will raise questions about the need for a creative approach to working conditions with younger schoolchildren in order to awaken and form students' desire to study mathematics. At the same time, in the author's opinion, it is necessary to intelligently combine traditional and innovative technologies, which form students' cognitive activity, independence in finding optimal solutions, and the desire to make their own discoveries. These types of work should be carried out taking into account the age characteristics of children and on a systematic basis. The most effective, in the author's opinion, are health-saving technologies, gaming, case technologies, etc.

Causal Explanations and the Growth of Understanding

Causal explanations are central to cognitive development. Once considered beyond the grasp of young children, causal reasoning is now understood to be present in infants, driving curiosity and learning. The search for causal explanations underlying recurring patterns is evident in nonverbal forms. Causal explanations are diverse, varying in granularity, spanning different content domains, and encompassing both deterministic and probabilistic forms. These explanations support counterfactual reasoning, diagnostic thinking, and learning. The emergence of causal explanatory thought in infants is suggested by their responses to anomalies and by the development of exploratory behaviors. In the preschool years, children build upon early abilities to request, evaluate, and generate explanations. The decline of causal explanation-seeking in young schoolchildren can be dramatic and seems to arise from a convergence of social, cultural, and motivational factors. Overall, the development of causal explanations is essential to cognitive growth and mature understanding, with enduring influences on learning and reasoning.

Features of the development of oral speech in young schoolchildren

Features of the development of oral speech in young schoolchildren

Improved food habits and anthropometry among primary school children following a novel healthy eating programme.

Assess longer-term changes in food habits and anthropometry among Grades 1-2 primary school students from four public schools in Colombo, Sri Lanka, following a 3-week programme including a classroom-based motivational storybook discussion and self-monitoring food diary (FD). This follow-up study assessed changes from baseline (pre-intervention) BMI z-scores and food habits (increased healthy food-item consumption/decreased unhealthy food-item consumption reflected by an increase in FD score) and parental perceptions (anonymous questionnaires) among 863 students (aged 6-8 years), between 9 and 12 months after completing the programme (November 2019-February 2020). Food habits showed sustained improvement from baseline mean FD score (baseline vs. follow-up: 51 ± 23% vs. 67 ± 22%, p < 0.001), with children from all BMI subgroups (underweight [UW], normal weight [NW], overweight [OW] and obesity [OB]) showing a significant increase in FD scores (ranging from 14.1% to 17.2%, p < 0.001). BMI z-scores increased in children living with UW (-2.85 to -2.21, p < 0.00) and NW (-0.70 to -0.57, p < 0.001), but did not change in children with OW (+1.5 to +1.49, p = 0.83) and OB (+2.85 to +2.21, p = 0.19). Most parents (n = 497, 97.8%) reported satisfaction with programme outcomes. This programme led to sustained improvement in food habits among young primary school children from all BMI categories, increase in BMI towards the median among children living with UW and NW, and stabilization of BMI in children with OW and OB, suggesting it as a useful tool for improving nutritional status of young children in low- and middle-income countries (LMIC) facing the double burden of under- and overnutrition.

WAYS OF SOLVING MATHS TEXTUAL PROBLEMS IN ELEMENTARY CLASSESS OF PUBLIC SCHOOLS

The article presents a study of theoretical material on the methodology of solving word problems, theories and steps put forward by methodologists on word problems, as well as research among students during mathematics classes and the results of an online survey among teachers. We have represented the experimental-teaching work done among the students analyzing only the results obtained at the end of the research. We have presented our analysis based on the results of an empirical online survey conducted among teachers. In the article, at the end of the experimental-research work, conclusions are presented, from which the recommendations are derived. They refer to making it easier to solve the text problems in the textbooks, as well as to include in the textbooks such problems that have not yet been encountered or rarely encountered in elementary school mathematics textbooks. According to that, the scientific novelty lies in the fact that, based on a number of video-methodological studies carried out in this field, we have generalized and presented in a new way the uniqueness of solving text problems among younger schoolchildren within the framework of a single study.

Смысловое чтение рассказа «Солдат в лесу»

In the article, the author of the story “Soldier in the Forest” from the book “How Vovka Learned Humanity” reveals the methodology of text activity. The goal of working with the text is to lead children to an understanding of the noble qualities of the heroes of the story, who tidy up the forgotten grave of a soldier who defended the Motherland in the Great Patriotic War. A scenario of a possible lesson on the surrounding world in the fourth grade based on the story “Soldier in the Forest” is given. The methodology of reading the text by younger schoolchildren, its analysis and evaluation of the narrative during the educational dialogue is discussed.

Уроки литературного чтения по сказу П.П. Бажова «Серебряное копытце» (Часть 1)

The article presents possible options for conducting literature lessons with third-graders. Younger schoolchildren are introduced to a new literary genre for them – a tale, represented by the work of P.P. Bazhov “Silver Hoof”. The teacher uses such technological teaching methods as creating a literary model, structural analysis of the text, working with an explanatory dictionary, compiling characteristics of literary heroes, role-playing reading, paired work of third-graders with proverbs.

ASSESSMENT OF LATERALIZATION AND HANDWRITING QUALITY IN YOUNG ELEMENTARY SCHOOL STUDENTS

Dominant lateralization refers to the phenomenon of having a leading extremity or leading sense during the execution of complex psychomotor activities. Writing represents a complex human ability and simultaneously the most complex form of linguistic activity, which includes knowledge, skills, and the art of proper letter formation. This study explores the relationship between lateralization and handwriting quality with the aim of identifying children with dysgraphic handwriting. The sample consisted of 90 younger elementary school students (third, fourth, and fifth grade), aged 8 to 11 years (AS = 9.93; SD = 0.84), of both genders (46 boys and 44 girls). The Handwriting Dysgraphia Assessment Test was used to assess handwriting quality. Dominant upper extremity lateralization was assessed using tests from the Sovak Test Battery (1979), while visual lateralization was assessed using a test from the General Defectology Diagnostics Practicum. The research was conducted at an elementary school in Trebinje, during February and March 2024. Research results show that a significant percentage of younger elementary school children have dysgraphic (21.1%) or severely dysgraphichandwriting (35.6%). Among the majority of participants, right-handed upper extremity dominance was observed (86.7%) along with right visual dominance (82.2%), with coordinated visual and upper extremity lateralization present in 88.9% of children. The results of investigation of the impact of uncoordinated upper extremity and visual lateralization on dysgraphic handwriting did not demonstrate statistical significance. Although our results did not confirm a link between lateralization and handwriting quality, for younger elementary school children with uncoordinated upper extremity and visual lateralization, exercises focusing on directing, practicing, and stabilizing lateralization are recommended.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF THE EMOTIONAL-VOLITIONAL SPHERE IN JUNIOR SCHOOLCHILDREN DEPRIVED OF PARENTAL PROTECTION

The scientific article examines psychological assistance, especially in the psychological aspect, in the logical and pedagogical aspect of the formation of the emotional-volitional sphere in younger schoolchildren. The article argues that the formation of the emotional-volitional sphere of a primary school student thanks to supervision is a complex system of relationships when, on the one hand, the child needs emotional support and comfort. On the other hand, the requirement to follow rules and norms limits the choice of behavior.

Developing an MLA-test for young learners – insights from measurement theory and language testing

This article presents the process of constructing and validating a test of metalinguistic awareness (MLA) for young school children (age 8–10). The test was developed between 2021 and 2023 as part of the MetaLearn research project, financed by The Research Council of Norway. The research team defines MLA as using metalinguistic knowledge at a point in real time. To develop the test, the research team relied heavily on general measurement theory (psychometrics) and insights from the field of language testing and assessment. This aids in the process of developing a practical and user-friendly MLA-test which yields valid scores and reliably measures the state and the development of MLA. This innovative approach to MLA testing offers explicitness about the theoretical construct of the test and at the same time contributes to controlling the difficulty and discriminatory power of each test item. We argue that the test development process presented here is useful when developing tests of MLA and similar concepts, as it facilitates comparison of results as well as replicability. This development process and its detailed description also make it possible to adapt the MetaLearn MLA-test to other contexts.

İSLAM DƏYƏRLƏRİ VƏ MƏHƏMMƏD PEYĞƏMBƏRİN TƏRBİYƏ HAQQINDA KƏLAMLARI

Sayings From the Koran-Karim Related to Islamic Values, Teaching and Upbringing Summary The study once again proved that the Holy Quran is a source of education that schoolchildren, youth and adults will always turn to. In the physical, aesthetic, labor, moral and mental education of youth, Islamic values and the sayings of the Prophet Muhammad (peace and blessings of Allah be upon him) can be widely used. The sayings of the Prophet are a powerful tool for shaping young schoolchildren into perfect individuals. Key words: Islamic values, religious ceremonies, sayings of the Prophet Muhammad, moral education, educational motives

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

Monkey Bar-Associated Pediatric Fractures: A National Epidemiologic Study of Emergency Department Visits.

Emergency department (ED) visits because of pediatric fractures are not only burdensome for patients and their families but also result in an increased healthcare expenditure. Almost half of all children experience at least one fracture by the age of 15. Many fractures occur in playgrounds, with monkey bars and other climbing apparatuses noted as frequent mechanisms of injury. Our purpose was to identify the pattern of injury and the population sustaining monkey bar-associated fractures. We queried the National Electronic Injury Surveillance System database for all monkey bar-associated injuries in patients aged 0 to 18 years from January 1, 2009, to December 31, 2019. We described demographic data, patient disposition from the ED, fracture pattern, and injury setting using unweighted and weighted estimates. Weighted results that more closely reflect national estimates were calculated. During the study period, 30,920 (862,595 weighted) monkey bar-associated injuries presented to EDs; 16,410 (53.1%) (weighted injuries: 408,722 [47.4%]) were fracture injuries. The average age of kids sustaining fractures was 6.5 years, with most injuries (66.4%) occurring in kids between 6 and 12 years. A higher percentage of male patients presented to the ED with fractures compared with female patients (53% versus 47%). Upper extremity fractures were most common, 382,672 (94%) with forearm fractures constituting the majority (156,691 [38%]). Most children were treated and released (354,323 [87%]), with only 35,227 children (9%) being admitted for treatment. Places of recreation/sports were the most common setting of fractures (148,039 [36%]), followed by schools (159,784 [39%]). A notable association was observed between year and ethnicity and between month period and injury setting. Monkey bar-associated injuries are a major cause of upper extremity fractures in children, with most injuries occurring in recreational areas or schools. Young elementary school children are at the highest risk of injury. ED visits because of monkey bar-associated fractures have increased over the study period, and these injuries continue to be a major cause of fractures in children. Additional measures should be installed to decrease these preventable fractures among children, with schools as a potential starting point.