Younger School Age Research Articles

Young people’s right to appeal to the English First-tier Tribunal (Special Educational Needs and Disability): learning from the first two years

ABSTRACT In England, young people past compulsory school age (the end of the academic year in which they turned 16) were given new rights under the Children and Families Act, 2014. This article focuses on their rights in relation to education, health and care (EHC) plans, particularly the right to request an assessment of their special educational needs (SEN) and to challenge decisions relating to their EHC plan by making an appeal to the First-tier Tribunal (Special Educational Needs and Disability). We analyse these rights in light of Bronfenbrenner’s bioecological model, recognising their role in influencing young people’s development. Using data from a national study of disagreement resolution routes for SEN disputes, we present triangulated qualitative analysis of interviews with parents, young people, mediators, independent parent support workers, and Tribunal panel representatives, plus focus groups of local authority representatives. Results evidence an appetite among young people with SEN to use these rights, motivated by desire for appropriate educational opportunities. We highlight positive and negative experiences of mediation and of appeal preparation and Tribunal hearings, identify challenges and dilemmas raised for parents and professionals, and include facilitative practices showing how rights of children and young people could become embedded in everyday practices, reducing the need for appeals.

Проблема адаптации и способность детей школьного возраста контролировать свое поведение и процесс обучения

This literature review focuses on children's ability to control their behavior. We found that the control of their behavior by schoolchildren depends on their psychological maturity. We described the methods for assessing psychological maturity in schoolchildren. Younger school age is critical for the development of arbitrary attention, which requires educational motivation and rational organization of activities during classes. Arbitrary attention is important; special techniques, games, and exercises are needed for its formation. Special attention is paid to the problem of attention deficit hyperactivity disorder. We also covered the criteria determining the ability to control one's behavior according to the International Classification of Functioning, Disability and Health (ICF). The problem of arbitrary behavior formation remains highly relevant since it is crucial for assessing the child's readiness for school. Moreover, knowing how to teach children to control their behavior will help to avoid many different problems at school. Key words: children, school age, limitations of activity, ability to control their behavior.

Edukacja wczesnoszkolna w trybie stacjonarnym i zdalnym a motywacja ucznia z perspektywy rodzica

Early School Education in Stationary and Remote Modes and the Student’s Motivation from the Parent’s Perspective Over the past few months, due to the pandemic situation, students, parents, and teachers have faced the challenge of having to take classes remotely. The unstable reality has caused early childhood education to alternate between on-site and remote modes. This paper addresses the issue of motivation among early elementary school children in the era of pandemic and remote education. The paper includes characteristics of the early childhood period, education at this developmental stage, remote education, and an introduction to the topic of motivation. An inclusive survey of 50 parents was conducted to find out their opinions on motivation in relation to learning and other activities of their children who are in the younger school age. The results are included in the paper.

РОЗВИТОК ЕМОЦІЙНОГО ІНТЕЛЕКТУ У ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ ЗАСОБАМИ МУЗИЧНОГО МИСТЕЦТВА

The development of psychological literacy in younger classes is an urgent task of modern school, as the development of the necessary set of psychological competencies is a guarantee of their success in various spheres of life, the ability to effectively adapt to variable living conditions of society, to assimilate the social skills of behavior, to occupy an active life position, events in their surroundings. Development of emotional sector of children is a guarantee of the formation of an active, initiative, independent, pitiful personality. The disadvantages of the development of the emotional sphere in children of junior school age are the inability to establish effective communication with both adults and peers, social adaptation problems, dissemination in training. The younger school age is a synthetic period for the development of the world of emotions. Musical art has an inexhaustible potential of emotional influences, intellectual development of children, activates emotional and sensory experiences, promotes the enrichment of emotional experience, forms aesthetic feelings, artistic culture, stimulates thinking activity, level of self-consciousness, creativity, creative activity. The need for a modern teacher of musical art to carry out not only aesthetic and cultural development of the personality of the student, but also the development of its emotional sphere, requires the formation of a number of psychological and pedagogical competencies necessary for effective management of the process of musical and aesthetic education of children. The lesson of musical art has the greatest potential in expanding emotional self-awareness of schoolchildren, the development of empathic attitude towards others. The author of the article established that the development of emotional intelligence in younger classes contributes to the growth of their educational success, the ability to concentrate attention, improves the flow of memory processes. The lesson of musical art has a great potential in the formation of psychological literacy of children. The formation of the complex of psychological and pedagogical competencies in the teacher of musical art, will allow him to use music as an important tool for developing emotional self-awareness of children, ability to identify their own emotions, to give them the verbal characteristics, to understand what they encourage them, to detect empathy to others, be able to distinguish between emotional status of the others by external features.

Development of self-assessment and motivation of achievement in younger school age

Development of self-assessment and motivation of achievement in younger school age

Pojam i analiza likova u književnom delu za decu

The paper analyzes the analyzes and concepts that direct the characterological predestination of literary heroes in literary works for children represented in the curricula for the younger grades of primary school. The reception capacity of the reader who, for the first time in his teaching circumstances, encounters the interpretation of literary heroes in literary works for children, is considered. It is concluded that encouraging students to systematically prepare by following research guidelines, tasks and assignments, creating a research project, one of the reliable methodological ways in the analysis of literary heroes in literary works for younger school age.

Space for Media and Digital Literacy in the Context of Primary Education

The contribution focuses on current questions and issues in the area of mass media influence on the behaviour of pupils of a younger school age in Slovakia. It offers partial results of research that appeal not only to the importance of implementing media education into primary education, but also show the real status of teachers’ readiness in the area of digital and media literacy. Research was quantitative-qualitative and in addition to the questionnaire method was realised interviews with headteachers of schools and focus interviews with the pupils. The aim of our research probing was to find out the contemporary state of the implementation of the media education into the education process as well as preparation of the teachers in the educational practices in regard to the specific sphere. Research is currently continuing to diagnose the digital literacy of teachers and future teachers in Slovakia.

DIFFERENTIATION IN MORPHOLOGICAL CHARACTERISTICS AND MOTOR SKILLS OF YOUNGER SCHOOL-AGE STUDENTS

Growth and development are indicators of good health, as well as a mirror of quality nutrition and quality of life. By monitoring growth and development, the relationship between motor abilities and morphological characteristics is recognized. The period of younger school age is characterized by strong growth and development of all anthropological dimensions, especially morphological and motor ones, which differ significantly in children, concerning adults. This transversal research aimed to determine the differences in morphological characteristics and motor abilities between lower primary school students. The research was conducted on a sample of 1233 girls, I - IV grades of primary schools from the area of the City of Tuzla. The sample of variables consisted of a set of 10 tests to assess certain anthropological dimensions (5 morphological and 5 motors), appropriate to the age of the study population. Univariate analysis of variance with multiple comparisons was used to determine the differences in the studied spaces between students of different grades, with the applied post hock Bonferroni test. The obtained results showed that there are statistically significant differences in all applied variables (morphological and motor). between treated groups at the level of significance (p≤0.05). The results of the research draw attention to the importance of early stimulation of morphological-motor development and a healthy lifestyle in female students, which are characterized by regular physical activity and a healthy diet. Optimal levels of motor skills, well-developed fundamental motor skills and a healthy body structure are of great importance for health, quality of life-related to health and overall well-being of younger school-age students.

Relationship between auditory discrimination of Serbian language phonemes and dysgraphia in different forms of written expression

<p>Introduction. Writing is the most complex human ability and the most direct form of communication. Auditory discrimination is the ability to distinguish different sounds of language. After the age of seven, difficulties in auditory discrimination, even of similar sounds, are considered a pathological phenomenon. The aim of the research was to determine whether difficulties in auditory discrimination of phonemes are related to the manifestation of dysgraphia in children of younger school age. Methods. The research was conducted at the Elementary School "Vuk Karadzić" in Priboj, during 2020, with the previous consent of the school principal, as well as the students' parents. The research sample included fifty children of the third and fourth grade, aged 9 and 10. For the purpose of this research, two tests were used: the Phonemic Discrimination Test (Kostić, Vladisavljević, Popović, 1983) and the Dysgraphic Handwriting Assessment Test (Ajuriaguerra, Auzias. 1971). Results. There was no significant difference in achievement in the Phonemic Discrimination Test between boys and girls. Half of the tested students achieved the maximum score in the Phonemic Discrimination Test and they were fairly equal in their achievement in the Phonemic Discrimination Test. Girls generally had harmoniously developed handwriting, while more than half of the boys in the categories had inconsistent handwriting or dysgraphic handwriting when it came to the forms of dictation, free topic and transcription. No statistically significant correlations were found between the results in the Phonemic Discrimination Test and the Dysgraphic Handwriting Assessment Test, p > 0.05. Conclusion. Based on the assessment of writing ability and auditory discrimination in young school children, no statistically significant association was found between auditory discrimination of sounds and manifestations of dysgraphic handwriting in all three forms of written expression (dictation, free topic, transcription).</p>

Possibilities of theatrical pedagogy in solving problems of social sphere

In my article I focus on the connection between the artistic and social spheres, the transcendence of art education into therapy and I will briefly mention the structure of art education with a focus on theatrical pedagogy in the Czech Republic. I divided the article into theatrical pedagogy in practice for younger school age, teenage and youth, adults and seniors, and the following areas: a) Theatrical pedagogy in the structure of the Czech educational system and as a part of leisure activities and Drama education as a subject for future teachers. In this part I shortly present what drama education / theatrical pedagogy in the Czech school system means and I draw the introduction on the studies and ideas of prof. Mgr. Jaroslav Provazník, who leads the Department of Drama in Education at the Academy of Performing Arts in Prague; b) The potential of nonverbal theatre techniques in communication with specific groups and theatre pedagogy in the context of integration and inclusion; c) Pedagogy of substitute subjects – performativity of objects. In this section I present a personal description of one five-year cycle with “object workshops” – drama education: empirical research, comparison, development of methodology of working with the subject in the context of drama education.

PARTIAL COGNITIVE FUNCTIONS AND READING COMPETENCE OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES

Aim of the research study is to analyse the relationship between partial cognitive functions (visual separation – figure/background differentiation, visual differentiation of shapes, visual memory, auditory separation - figure/background differentiation, auditory differentiation of speech, auditory memory, intermodal relations, perception of time sequence) in the context of reading competence development (reading technique and method, reading comprehension) of 4th grade pupils with mild intellectual disabilities educated in school integration in the Prešov region, Slovakia, in which we have followed current level of the variables (reading competence, partial cognitive functions) in selected research respondents. The research findings might contribute to the creation of targeted cognitive stimulation programme in the context of reading competence development of pupils with mild intellectual disabilities in younger school age.

Current physical activity and sports history of children 11 to 19 years old at high schools in Prague

Objectives. Objective of this study/thesis/work was to analyse the level of free time physical activity and its specifics on a sample of the adolescent population. To goal was to analyze the historical factor in each proband and its effect on the activity development. The analysis included information spanning from the initial experience with organized physical activity. The results of the survey are further compared with the conclusions of previous studies on the issue. Methods. A total of 563 respondents (235 boys and 328 girls) from grammar schools in Prague participated in the research. Data were obtained using a questionnaire survey (computer assisted web interviewing – CAWI) based on preliminary research and evaluated using MS Excel, GraphPad Prism and mathematical software R. Results. The preference of just one sport (63.8%) was found in the examined population. Predominant frequency of trainings was 2 to 4 per week (61.2%). The vast majority (93.6%) stated that they participated in fundamental movement training at a younger school age. More than half (61%) experienced pain or injury during physical activity, especially in the lower limbs (61.9%). The main factor in the termination of physical activity were psychosocial reasons (76.9%). Increasing age has not been shown as a factor leading to reduction of physical activity in children. On the contrary, the frequency of activity increased as the children aged (p = 0.02). There was no significant dependence of the current activity on the completion of fundamental movement training (p = 0.08), nor was the confirmation of a general trend of higher activity of boys compared to girls (p = 0.64).

EFFECTS OF THE "SCHOOL ON THE MOVE" PROGRAM ON THE POSTURAL STATUS OF YOUNGER SCHOOL AGE STUDENTS

In order to determine the effects of the "School on the Move" program on the postural status of students, a survey was conducted on a sample of 22 younger school age students of both sexes for the duration of one school semester. Students were given lectures on ergonomic risk and ways of reducing ergonomic risk factors, and a number of posters and flyers with proper lifting, bag-wearing and sitting techniques were distributed. The "School on the Move" ergonomic program encouraged students to move freely on their chair or to stand up and stretch when they experienced discomfort/pain, or perform a few brief stretching exercises while sitting on their chair. The postural status of the spine was assessed in the sagittal and frontal plane (thoracic and lumbar scoliosis, kyphosis and lordosis) by the "Spinal mouse" instrument (Quantum Health and Wellness Ltd, Wallasay, England). A repeated measures ANOVA was used for statistical data processing. The results showed that during the 16-week period, there was a significant improvement in the reduction of thoracic scoliosis (p=0.003) and kyphosis (p=0.006), while there were no significant changes in the lumbar scoliosis and lordosis. On the basis of these results, it could be concluded that such a program could have a significant impact on the posture improvement of the spinal column, and that it can be practically applied in the school curriculum as a preventive measure for spinal postural status disturbance of younger school age students.

Articulation disorders of the sigmatism type and the level of self-esteem of students completing the stage of early school education. Own research conducted in the Greater Poland region

One of the sources of a student’s self-esteem at a younger school age are social comparisons within their peer group. Articulation disorders may limit the effectiveness of communication and increase the likelihood of a sense of shame, stigmatisation, peer rejection or limitation of social contacts, which may lead to the formation of a negative self image and lower self-esteem. The research procedure was conducted in two groups of students in 10 primary schools in the Greater Poland region with the use of a reliable and valid research tool. The discussed research results constitute a part of a larger project concerning the significance of articulation disorders of the sigmatism type for interpersonal and intrapersonal attitudes and attitudes towards the world of students completing the stage of early education. In the present text, an analysis of the empirical material from the subscale: self-esteem is presented. The analysis did not reveal statistically significant differences. However, the fact that the level of self-esteem, regardless of the presence or absence of a speech impediment, in nearly 70% of all respondents remains at an average or low level is alarming.

Development of Creative Abilities in Children Preschool and Younger School Age

The article examines art education for children of preschool and primary school age as being the most effective tool for the formation of a full-fledged future personality. In modern preschool institutions and in elementary schools, art lessons are an integral part of the educational process, since the development of the creative abilities of the next generation from childhood is one of the top priority tasks of the domestic education system. Drawing is one of the children's most beloved activities. Children begin to draw before they can speak. While engaging in visual arts, they depict everything that they see; the more that they engage their imagination, the better their imagination and abstract thinking get, and their artistic taste is being formed. This article discusses the views of foreign and domestic experts – educators, psychologists, art historians and artists – on how children's personalities are successfully formed and developed in the process of artistic creation, and what accompanying conditions are needed. The current pedagogical experiment of the Children's Studio of Fine Arts and Design, in the Department of Design and National Arts of Kazan Federal University, was described; it is aimed at revealing the natural talents of children through teaching creativity. The results of the experiment will allow us to recommend the methodology of the Studio for use in schools, child care facilities, art studios, clubs, and art classes.

Spatial Images and Changes in their Graphic Representation in Primary and Lower Secondary School Students

Depiction of a geographical area through drawings is an individual ability,significantly variable over time. The essential development of such ability canprimarily be observed during the period starting from what is termed youngerschool age to the period of pubescence. This study presents the results of a researchfocused on monitoring the development of the ability of students aged between6 and 15 to reproduce their mental image of a well-known geographical area inthe form of a drawing (cognitive or mental map). The research was carried outby the method of analyzing the drawings of comparative mental maps producedby primary and lower secondary school students. The data obtained from theresearch were then statistically evaluated on the basis of selected criteria in orderto find identical or different stereotypes in the drawings. Research results point tothe existence of significant differences in the ability to graphically illustrate a wellknowngeographical space, reflecting, in particular, the age (or degree of experiencegained) and, to a lesser extent, the gender. Such findings are important from thepedagogical point of view, because the creation of graphic representation of a certainarea belongs to the basic geographical competencies of students.Keywords: drawing; mental map; perception of space; primary and lower secondaryschool; spatial concept development

Comparison of somatic characteristics and motion prerequisites between children who perform organized physical activities, and children not engaged in sports

Low physical activity in children of pre-school and younger school age has been a multifaceted problem for several years, which is being addressed by several scientists, primarily doctors, educationalists, and psychologists. The purpose of our study is to compare somatic and motion prerequisites among physically active and physically inactive children from the first grades of primary schools in the Pilsen region. The research sample consisted of 753 pupils from the first grades of primary schools in the Pilsen region, of which 421 boys and 332 girls. Of a total number of pupils, 176 (23.4%) girls and 275 (36.5%) boys are engaged in any sporting activities. At the time of measurement, their average age was 6.87±0.59 years. To obtain somatic characteristics, body heights and weights of children were measured, and from the measured data, a body mass index (BMI) for the child category was calculated. To determine the level of motion prerequisites, we used the DMT 6-18 test battery, consisting of 8 tests. The tests are aim to assess the level of dynamic and explosive power, speed, coordination, balance, flexibility, and endurance. The results of our study highlight the fact that even in the age range of 6 to 7 years, there are significant differences between physically active and physically inactive children in the tests, which monitor motion prerequisites of children. Statistically significant differences were seen primarily in tests which monitor the level of fitness abilities, i.e. the components of the body health-oriented fitness.

ЗМІСТОВО-МЕТОДИЧНІ ОСОБЛИВОСТІ ОЗНАЙОМЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ПРАВИЛАМИ ПОВЕДІНКИ У ГРОМАДСЬКИХ МІСЦЯХ

In the article, the theoretical and practical analysis of the psychological, pedagogical and methodological sources on the problem of acquainting the younger schoolchildren with the rules of conduct in the public places is provided. The essence and content of the concept “rules of conduct in the public places” are defined. The content and methodological approaches to acquainting pupils of the younger school age with the rules of conduct in the public places are established. In the primary school, the children must be taught to perform the rules of conduct in school, on the street, and in public places. The teacher must form such unity of knowledge, skills and habits which would contribute to the acquisition of the steady behavior, and formation of the certain features in an individual. It is important to involve the younger schoolchildren to the activity, which is a part of child’s everyday life and is executed systematically. Play situations suit mostly for the work on formation of the children’s culture of behavior in the public places. The content, forms, methods and means of acquainting the younger schoolchildren with the rules of conduct in the public places were characterized. The structure and content of the author’s project “Travelling to the country of good manners” were represented. The relevance of the project is that teaching children the rules of conduct in public places in modern conditions of education requires new methods of presenting educational information. The play methods of education suit the best for the younger schoolchildren. The project will help to expand children’s vocabulary through the use of the new important words and stable expressions; the children will consolidate all necessary cultural rules and norms of conduct and master the good manners, tact and tolerance; children will learn to use their knowledge, skills and habits in the real life situations, and show their kindness, care, respect for peers and adults; children will acquire the abilities to analyze own and other people’s negative behavior. Play tasks help to reduce the aggressive behavior in the children, and increase the consciousness control of the negative emotions during different situations; children will learn the habits of behavior in the theater, store and other public places and transport.

Stereoskopické vidění u házenkářů a plavců v období mladšího školního věku

The aim of this study is to assess the quality of stereoscopic vision in children of younger school age (n = 60) with regard to sports activities (handball, swimming), regularly performed by these children. In order to determine the level of stereopsis, the standardized test “Titmus stereo test” was used. At the same time, the initial history of sports-physical activities was carried out to receive more objective interpretation of the results. For the statistical processing of the gained data (Statistica 8.0), the nonparametric method - Mann-Whitney U test - was used. Other parameters were expressed by means of frequency, averages, and percentage representation in charts. The data were processed using the Mann-Whitney U test. The following values were calculated: Z = -1.97; p = 0.05. The observed data support our hypothesis that physical activity connected with a strong activation of visual and brain functions could affect the quality of individual elements of visual space depth perception, such as stereopsis or myopia. The median values of stereoscopic vision levels in handball players (9) and swimmers (7) are demonstrably given in favour of handball players. Handball players clearly dominate also in the frequency of excellent results achieved in the test of stereoscopic vision (values 9 and 10). On the basis of the statistical results, we can accept the determined hypothesis validated by the “Titmus stereo test” test of stereopsis, and we can state that the quality of stereopsis in handball players is higher than in swimmers.

The Use of Philosophical Texts in Extracurricular Activities in the Context of the Personal and Social Development of Children of Younger School Age

Prispevok je zameraný na problematiku prierezovej temy Osobnostný a socialny rozvoj v zaujmovom kružku deti mladsieho skolskeho veku založenom na koncepcii filozofie pre deti. Predkladaný text je sucasťou sirsieho skumania a je jedným z výsledkov usilia priaznivcov tejto koncepcie implementovať ju do procesu edukacie na Slovensku.Cieľom prispevku je opisať a analyzovať priebeh a výsledky kvalitativneho výskumu realizovaneho pocas uvedeneho kružku. Zamerali sme sa na možnosti využitia filozofickeho textu pre deti a naslednej diskusie v osobnostnom a socialnom rozvoji.Výsledky výskumu ukazali na vhodnosť implementovania filozofie pre deti v sucinnosti s predmetnou prierezovou temou do tohto typu neformalneho vzdelavania, ako aj na vzťah medzi diskusiou vychadzajucou z textu a uvedenou prierezovou temou. Zaroveň sa ukazali niektore slabe stranky a rezervy využivania filozofickeho textu pre deti.