Younger Pupils Research Articles

PRESERVATION OF PHYSICAL AND MENTAL HEALTH OF JUNIOR SCHOOL STUDENTS IN TIME FORMATION OF PERSISTENCE BY MEANS MOVING GAMES

The article deals with the protection o f physical and psychologic health of young pupils by means of mobile games

Importance of breakfast in teenagers

Breakfast is the main and important meal of the day. There are many side effects of skipping breakfast and also we can get a lot of benefits from having breakfast. It gives strength to the body, increases the strength of the body, and the ability to spend the whole day in a fresh mood. Some children avoid this and suffer from many ailments. Such as Gastritis,migraine , lack of concentration , low energy level. Breakfast can make it easier for students to achieve their daily micronutrient intake. Children who eat breakfast on a daily basis receive 50 percent more iron, vitamins. According to research published in the international Frontiers in Human Neuroscience. Breakfast eaters also get a huge amount of fibre and have decreased their body weight, cholesterol level than the skippers. Prior to starting the college day, college students who consume an exact breakfast have greater concentration, examination results, strength, nutrition and mineral intake, and even a healthy way of life weight. Breakfast is mainly crucial for young pupils, as the Genius consumes nearly 1/2 of the body's energy.

Construction de la paix par les compétences de vie courante en milieux scolaires de Bukavu/RDC. Regard sur les approches « Peace-campings et Clubs de paix scolaires »

This study focuses on “School Clubs and Peace-camp-sites”, which are the extra-curricular educational activities organized by schools in partnership with nongovernmental organizations with the ultimate objective of cultivating peace among young pupils. It shows how they can contribute to the construction of lasting peace making it possible to promote knowledge, competences, attitudes and values necessary to bring changes in their behaviour.

HÀNH TRANG KIẾN THỨC BẢN ĐỒ CỦA HỌC SINH LỚP 6, TRUNG HỌC CƠ SỞ TRONG CHƯƠNG TRÌNH ĐỊA LÍ ĐỊNH HƯỚNG PHÁT TRIỂN NĂNG LỰC HỌC SINH - THỰC TRẠNG VÀ GIẢI PHÁP

The articlestudies the cartographic knowledge in geography textbook for 6th grade students, analyses and assesses the advantages and disadvantages ofthe knowledge given in the first 6 units in cartography chapter of the old version and 5 lessons in the new version. In this research, the definitions as well as their order in the book layout are reviewed to figure out unreasonable features. The article also points out shortcomings in the administrative map, inadequate points in Vietnam in the Southeast Asia, and give sensible explanation for cartographic distortion. In general, this article helps the young pupils master “core” knowledge to form standard cartographic understandingbringing support to the national education reform.

Reality of Primary Education Development in the Conditions of the New School

Under analysis in the following article there is the postmodern conception of primary education development in the New Ukrainian School given the relevant pedagogical principles of child-centrism, given the age and individual mental peculiarities of the pupil's personality, child's creative subjectivity actualization, social partnership in the inclusive environment and competence-oriented education. The postmodern orientation of the primary education rebuilding as a start for the New Ukrainian School innovative development has been enlightened. The competence approach to the vocational pedagogical activity in the conditions of the New Ukrainian School and the perspectives of the primary education development in Ukraine according to the state quality assessment standards have been taken into account. The teaching techniques and priorities in young pupils' education in the New Ukrainian School and elementary school in the European Union states have been studied. There has been observed a significant advantage of the new postmodern reality model, being formed on the ground of childcentrism (interest to the child's unique inner world rather than to the degree of his/her knowledge), techniques of «non-linear», critical, flexible and creative thinking of the partners in the inclusive educational process, vocational thinking, summarizing pedagogical knowledge as subjective fundamental construction – unique response to the postmodern education variability. There has been outlined that the elementary school system rebuilding and modernization in Ukraine is based upon the experience of the primary education in the European Union states.

Automatic assessment of oral readings of young pupils

We propose a computational framework for estimating multidimensional subjective ratings of the reading performance of young readers from speech-based objective measures. We combine linguistic features (number of correct words, repetitions, deletions, insertions uttered per minute, etc.) with prosodic features. Expressivity is particularly difficult to predict since there is no unique gold standard. We propose a novel framework for performing such an estimation that exploits multiple references performed by adults and we demonstrate its effectiveness using recordings from a large data set of 1063 oral readings from 442 children (more than 30 h of speech), 84 oral readings from 42 adults and 6853 subjective scores delivered by 29 different human raters. We show that robust and accurate estimations of reading fluency can be achieved using combined features. This automatic assessment tool provides teachers and speech therapists with reliable estimates of the maturation of several reading skills.

YOUNG PUPILS’ ABILITY TO SOLVE PERSPECTIVE TAKING PROBLEMS

Spatial ability is an integral part of mathematics teaching and learning, but not every component of this ability has received enough research attention. In this paper, we focus on young pupils’ ability to solve two types of imaginary perspective-taking (IPT) problems given in the form of a test (the paper‒pencil test). The results show a difference in solving imaginary perspective-taking problems between preschoolers and second-grade pupils who took part in this research. Still, even the second-grade pupils have not fully developed this special spatial abil- ity because they are slightly less successful in appearance IPT2 tasks than in visibility IPT1 tasks. We noticed individual differences in both age groups. In addition, the preschool sample from Serbia is equally successful as the children from the Netherlands and significantly better than the children from the Cyprus sample of the same age reported by Van den Heuvel-Panhuizen, Elia and Robitzsch (2015). The general conclusion and educational implication are that imaginary perspective-taking ability should be nurtured more in early school years.

Schools and New Learning Spaces in Milan. An Educational Experience

The article reflects on recent models for pedagogy and their impact on educational space, from an architectural design point of view. It starts by framing the present-day situation of the existing schools in Milan, built under legal requirements from the 1970s, resulting today in a great number of obsolete educational facilities.Recent programs and educational policies, both at national and local levels, are presented to frame the new programme “Inventing Schools,” a collaborative partnership between the Municipality and the Politecnico di Milano. The goal is to explore and apply these pedagogical models to the design of new educational facilities in Milan, thereby intended to replace or refurbish the (now) problematic old schools.Dealing with second year students of the Bachelor Programme in Architecture, the primary school at Via Massaua was selected for their project. The student design proposals are approached by exploring the link between the school and the public space, the school and the neighbourhood, and the school and the street. The students considered different pedagogical models translated into spaces, confronting them with theoretical models and reference case studies, ultimately contributing to the discussion surrounding the school of the future.The project experiences explore the possible forms and organisation of spaces, so that the school becomes a centre open to the inhabitants of the district, and a space for learning about society and the city. This requires a clear articulation between safety solutions designed to protect the very young pupils, while providing coherent and autonomous access to adults and other users from the community, so as to share the cultural and sporting facilities of the school. This avoids double investments from the municipality and, of paramount importance, strengthens the sense of sharing and belonging to a social community.

Verbal orientation of younger pupils with different rates of mental development in situations of frustration

Verbal orientation of younger pupils with different rates of mental development in situations of frustration

Trapped in the ‘Web’: Challenges of Grade 9 Pupils in Choosing a Course to Pursue in Senior High Schools in Ghana

Abstract Grade 9 pupils’ choice of a course to pursue in senior high school in Ghana is a decision made at a young age usually below 16 years. Therefore, these young pupils rely on other persons for help when making such a decision. Previous research found that instead of assisting, these social agents rather interfere with this decision-making process. This study explored the challenges grade 9 pupils face in choosing courses in their transition to senior high school by seeking the views of the pupils and their teachers/counsellors using a questionnaire and interview guide. The findings showed that fathers, mothers, siblings, finances and orientation at home were the major obstacles the pupils faced when selecting a course to pursue. Other challenges found in the school setting included teacher interferences and peer distractions. The study concluded that grade 9 pupils have a great challenge from their social milieu when choosing a course to pursue at the senior high school level. The study recommended that school counsellors/heads should educate parents, guardians and teachers on how to guide pupils in choosing a course to pursue at the SHS level.

Financial Education during COVID-19 - Assessing the effectiveness of an online programme in a high school

ABSTRACT Acknowledging the importance of financial literacy in modern societies, schools are implementing different activities to teach basic concepts to young pupils. This work aims at investigating the effectiveness of an intervention of financial education in an Italian high school, conducted during the period of school closure due to COVID-19. Through a rigorous experimental design based on a Randomized Controlled Trial, this study analyses the effects of attending a one-month financial education course, provided through an online classroom mode. The empirical analysis combines econometric techniques for policy evaluation and machine learning algorithms. The intervention succeeded in substantially improving students’ financial knowledge, suggesting a potential role of digital learning for scaling up financial education initiatives.

Etnički identitet i patriotizam kod adolescenata: uloga dobi, grupnoga statusa i socijalnoga konteksta

The aim of this study was to examine age differences of minority and majority adolescents regarding ethnic identity, in-group bias (as a form of ethnic attachment), and constructive and blind patriotism (as a form of national attachment). The study was conducted in four multi-ethnic contexts in Croatia: Croatian-Czech, Croatian-Hungarian, Croatian-Serbian and Croatian-Italian. The results of N = 924 students of primary (sixth, seventh and eighth grade) and secondary (second, third and fourth grade) schools were analysed. The average age was M = 14.99, SD = 2.17 years. Younger pupils express higher levels of ethnic identity and blind patriotism, whereas constructive patriotism was more expressed in older students. There were no age differences in in-group bias. Minority pupils exhibit lower levels of bias, while majority members are more prone to bias in the Croatian-Serbian and Croatian- -Hungarian contexts. Furthermore, majority pupils are more willing to express constructive, but also blind patriotism.

Visual Rhetoric and the Power of Imagery: A Brief Lesson in the Rhetorical Power of Images and the Need for phronesis and krisis in the Teaching of Visual Rhetoric

Abstract Since the ancient rhetoricians, humans have awarded imagery, the visual, and the vivid an extraordinary effect on emotions and memory. Such assumptions have led to iconophobia, iconoclasm, and myths about the special power of images. The issue of the power of pictures, however, is more complicated. As all other kinds of rhetorical utterances, the visual can be both powerful and powerless depending on the circumstances. For many pictures, the rhetorical power lies not mainly in their political deliberation, but instead in their nature as demonstrative or epideictic rhetoric: a rhetoric that does not primarily advocate immediate change, but tries to increase adherence to existing view-points, attitudes and values. Even though visual rhetoric may perform a powerful address to those who are already convinced, it does not necessarily hold much power over adversaries and sceptics. This article argues that when teaching visuality and the power of imagery, educators ought to help young pupils – and the citizenry in general – not only to decode visual communication, but also to interpret and evaluate it. The first requires knowledge about rules of visual literacy, the second requires not only critical thinking, but also situational and cultural knowledge, as well as sound judgment.

Своєрідність художнього сприймання у молодших школярів з порушеннями інтелектуального розвитку.

The given article presents the results of a study of artistic perception of junior pupils with intellectual disabilities. Today special school faces the task of increasing the efficiency of educational process. The results of involvement of works of fine art in education show that in special school the reserves of productive achievement of correctional, developmental and educational tasks are not used fully. The issues of perception of junior schoolchildren with intellectual underdevelopment of artistic images and paintings, their understanding and experience, methods of conducting lessons-conversations in fine arts and relating extracurricular activities intended to form and correct the artistic perception of schoolchildren remain topical. The main purpose of a special school is to prepare a child with intellectual disabilities for community service. It is known that a child with special needs can be prepared for socially useful work on condition that school and family are able to correct, to some extent, the shortcomings of child’s intellectual and physical development, form the right attitude to work and point out the minimum of necessary general and vocational skills. Children’s esthetic education as an integral part of the general system of harmonious development has an important corrective value in achieving this goal. Children’s esthetic education in special school, of course, is polluted due to their general intellectual underdevelopment and weak opportunities in independent artistic creativity. Therefore, the leading role in the development of such pupils belongs to the correctional teacher, as well as parents. Intellectual underdevelopment, low level of cognitive activity, disorders of the emotional and volitional sphere make such work complicated. The esthetic perception presupposes the presence of judgments, evaluations, emotional attitude to the world around. Of course, this does not deal with the development of full aesthetic perception in junior pupils with intellectual disabilities. However, under the influence of correctional and educational work it is possible to reach a certain level of correct judgments and develop a certain aesthetic sensitivity with some elements of aesthetic perception. Thus, insufficient coverage of the problem of perception of fine arts by younger pupils with intellectual disabilities in special literature and the necessity to create pedagogical conditions contributing to tackling the problems of special schools in this sphere, the small use of the potential of fine arts in practice with junior pupils with intellectual disabilities, all that conditioned the relevance of the chosen research topic

Shaftesbury, Third Earl of [Anthony Ashley Cooper

Shaftesbury, Third Earl of [Anthony Ashley Cooper

DIAGNOSIS OF THE DEVELOPMENT OF CREATIVE TALENT IN PRIMARY SCHOOL STUDENTS

The article deals with some issues of the development of creative abilities of younger schoolchildren. It is based on the definition of essence (diagnostics, historical aspects, developmental problems), type (creative, mathematical, artistic, artistic talent, sports, musical, academic, etc. д.). From a number of philosophical analyses we conclude that the natural traits and natural abilities of people were created by a powerful god. The article analyzes the psychological and pedagogical aspects of creative endowment and offers a content analysis of the concepts of endowment and creative endowment in the works of researchers. The functions of system approach, interdisciplinary approach, individual approach, synergetic approach, reflexive approach to methodological significance of development of creative individuality of young pupils are revealed. Depending on the essence of methodological approaches, the article analyses the main methodological principles. These include: the principle of support and aspiration, the principle of subjectivity, the principle of creativity and success. This article analyses the process of diagnosing creative talent. A total of 129 students took part in the diagnostics. Diagnostic work was carried out according to A.I. Savenkov's methods "Map of interests of junior grade" (for parents and children), "Description of a pupil" (for teachers in order to systematize ideas about the development of gifted children), the technique of general assessment of talent (for parents and teachers), "Talent map" (for parents). The results of its statistical analysis are presented.

Young pupils’ articulations of time spent in school in the wake of a policy reform

Advancing the ‘temporal turn’ in the sociology of education, this article explores how a strong national discourse on the length of the school day influences pupils’ articulations of their temporal experiences. The discourse of ‘the long school day’ emerged as part of a fierce debate on the implications of a Danish school reform passed in 2014. We use a discourse-analytical framework to examine focus group data from pupils aged 8–12 to show how the discursive context of the reform influences the pupils’ articulations of their temporal experiences. The pupils’ reproduction of the adult discourse of ‘the long school day’ conceals a diversity in temporal experiences and reduces them to being a concern about the number of clock hours spent in school. To understand the broader impact of pupils’ temporal experiences of their school day, we need to rethink the linearity between clock hours and articulations of time.

Ralentir la parole pour favoriser la compréhension verbale des enfants porteurs d’autisme ?

BackgroundThe aim of this study is to verify if slowing down the flow of speech facilitates verbal comprehension, in particular the comprehension of verbal concepts used by 4- and 6-years-old kids, and if it is even more effective when the stimuli are complex. Our second objective is to check whether slowing down can improve the child's ability to memorize a sentence faithfully in order to repeat it without error. Test groupsThe experimental sample was composed of 62 pupils aged 4 to 6 years split into two test groups in an elementary school in Meurthe-et-Moselle. One group was made of 22 children with ASD according to the CIM-10 (World Health Organization, 1994) and DSM-5 (American Psychiatric Association, 1985) criteria. The control group was made up of 40 typically-developing children. Test methodsThe first test focused on the understanding of 16 verbal concepts from the BOEHM 3 test; the second was a sentence repetition from the NEPSY-2 test. We compared the children's results when the teacher's speech was slowed down and when it was not. We slowed down the speech's speed by 30% without distorting the voice using the LOGIRAL app. This free time stretching software, developed by Tardif and Gepner from the University of Aix-Marseille, with the Auticiel company, is very easy to use in schools. The slowing down of audio-visual signals promotes attention and concentration. ResultsOur results show that the slowing down of speech is beneficial for all children, with or without autism. In our first task, we observed a significant improvement in the comprehension of verbal concepts, even more so as the word-concept evaluated was complex (the pair, the shortest, the last one…). In the task of repeating sentences, which exposed the child to higher levels of complexity, the slowing down was all the more effective as the level of complexity was not too far removed from what the pupil was able to repeat without the teacher's slowed down speech. PerspectiveAccording to our study, slowing down speech's speed by 30% improved comprehension and memorization for all children and is especially important for children with ASD. It makes verbal learning more accessible, mainly when it relates to concepts located in the zone of proximal development (Vygotski, 1985). Taking such results into consideration can improve the inclusion of young pupils with autism disorders in mainstream classes, effectively making verbal learning more achievable.

Preparation of future specialists for the formation of educational communication skills for elementary school children

Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild’s constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers.
 
 Keywords: communication, skill, ability, skill set, competence, difficulty, contact information, future teachers

Financial Education: an experience with 3rd Grade students

Financial education is a subject that has been developing in schools with younger pupils, as they become active consumers, even at an early age. For this reason, they must gain knowledge and develop financial skills, which will enable them to acquire financial competencies. With the theme of financial education, it is intended that citizen be trained to be able to act consciously and responsibly in the financial sphere and, consequently, maintain a healthy and balanced relationship with money. Thus, it is essential to provide individuals, all of them, with knowledge and skills that allow them to respond effectively to everyday financial situations, even the simplest and most routine ones.