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Academic literature on the topic 'Educational programs for primary school pupils'
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Journal articles on the topic "Educational programs for primary school pupils"
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Stevanovic, Jelena, Slavica Maksic, and Lazar Tenjovic. "On written expression of primary school pupils." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 147–64. http://dx.doi.org/10.2298/zipi0901147s.
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Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.
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Statiri, Vasiliki, та Eleni Andreou. "Οι κοινωνικές δεξιότητες, η κοινωνική θέση και το αίσθημα του «ανήκειν» των μαθητών με και χωρίς ειδικές εκπαιδευτικές ανάγκες στο γενικό δημοτικό σχολείο". Preschool and Primary Education 5, № 2 (2017): 01. http://dx.doi.org/10.12681/ppej.11353.
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Differing educational, social and emotional needs of each pupil have to be taken into consideration by the contemporary inclusive practices applied in the school environment. Effective social inclusion of pupils is significantly affected by social compe-tence, positive social relationships and strong bonds with the school. The aim of the pre-sent study is to investigate the social skills, the social position and the sense of belonging to a school among elementary school pupils with or without special educational needs (SEN). Furthermore, the association between social position and social skills is analyzed in the current study. The relationship between social position and the sense of belonging to a school is also scrutinized. The sample consisted of 498 pupils attending the 4th, 5th and 6th grades of primary school, 64 of whom participated in pull-out special education deliv-ery programs operating within mainstream schools. Two self-report questionnaires and a sociometric test were distributed to assess the social skills, sense of belonging and social position of pupils. According to the findings, pupils with SEN have lower social positions, poorer social skills and also a poorer sense of belonging compared to their typical peers. Considering the association between the variables, the social position is slightly correlated with social skills for the whole sample and for the group of typically developing pupils. However, this relationship is stronger for the group of pupils with SEN. A low positive correlation between the social position and the sense of belonging also emerged for the whole sample and for the group of typically developing pupils. This rela-tionship is not significant for the group of pupils with SEN though. The findings indicate that pupils with SEN run a higher social risk than the typical pupils. A supportive school climate and equal learning and participation opportunities are highly recommended. Moreover, enhancing social skills may be beneficial not only for the pupils with SEN, but also for every pupil.
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Budin, Corina Eugenia, Teodora Gabriela Alexescu, Ioana Roxana Bordea, et al. "Nicotine Addiction : Objective in Educational Programs for Smoking Prevention in Young People." Revista de Chimie 70, no. 6 (2019): 2168–72. http://dx.doi.org/10.37358/rc.19.6.7298.
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In those countries where education and smoking prevention campaigns are carried out at school level, there has been a decline in the prevalence of smoking among pupils. Nicotine addiction represents a sum of pharmacological, electrophysiological and molecular genetic mechanisms and behavior patterns. The study was conducted from December 2016, to July 2017 and it consisted in an online survey posted on a website. The participants accessed the survey through an e mail link. The study population consisted of 1144 teachers (from primary school, gymnasium and college). The declared percentage of daily smokers was 14%, below the European average, while 20.5% were declared ex-smokers, 11.2% were occasional smokers and 54.4% never smoked. The theme of smoking was approached by 79.2% of teachers during conducting classes and 81.6% of them advised smokers to stop smoking. Teachers can influence the pupils� behavior by personal example and by teaching, inside and outside the school, thus preventing nicotine addiction. Decreasing the prevalence of smoking among teachers will inevitably lead in the future to a decrease of adolescent smokers� incidence. Our study was a pilot project that can draw important directions in educational and preventive campaigns in schools.
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Nieswand, Vera, Matthias Richter, Reinhard Berner, et al. "The prevalence of headache in German pupils of different ages and school types." Cephalalgia 39, no. 8 (2019): 1030–40. http://dx.doi.org/10.1177/0333102419837156.
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Background/objective Headache in pupils is underestimated and has a negative impact on learning and life. The aim of this study was to investigate headache prevalence and its collateral effects, in pupils of different ages and school types in a German city. Methods Anonymized questionnaires were distributed to 5419 pupils attending primary and secondary schools. Demographics, headache frequency, analgesic use, school absence and, for secondary school children, data on lifestyle were collected. Results The questionnaire was returned by 2706 children (49%), 1362 (50.3%) girls, 1344 (49.7%) boys. Of these, 36.6% indicated a frequency of 1, and 31.5% a frequency of ≥ 2 headache days per month within the last 3 months. Headache prevalence increased with school grade, age and secondary school type: 63.6%, 67.2% and 79.5% for primary school children, pupils attending 8-year and pupils attending 6-year secondary schools, respectively. With secondary school level I certificates, pupils are prepared for general professional training in 6 years. Secondary school level II results, after 8 years of training, in university entrance level II certificates, which are the precondition for university studies. Girls reported significantly more headache than boys (73% vs. 63.1%). A significant relationship has been observed between headache frequency and school absence and between headache intensity and headache frequency. Of pupils with headache at least twice a month, 48.1% reported analgesic intake. Ibuprofen (49.1%) and paracetamol (32.8%) were the most frequently used analgesics. Of those pupils with headache ≥ 2 days/month, 68.3% did not have a specific headache diagnosis. Concomitant diseases and regular drug intake, analgesic intake for another reason than headache, caffeine consumption and lack of participation in sports were positively correlated with headache. Conclusions The majority of pupils suffer from headache at least once a month. Since frequent headache results in educational and social limitations, pupils at risk should be identified and referred to headache education programs. Efforts are needed to improve the management of juvenile headache patients.
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Caruso, Bethany A., Robert Dreibelbis, Emily Awino Ogutu, and Richard Rheingans. "If you build it will they come? Factors influencing rural primary pupils' urination and defecation practices at school in western Kenya." Journal of Water, Sanitation and Hygiene for Development 4, no. 4 (2014): 642–53. http://dx.doi.org/10.2166/washdev.2014.028.
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There is a need for a more comprehensive understanding of sanitation behaviors and determinants in the school setting to mitigate health risks, improve sanitation practices and programs, and maximize educational and health impacts. We conducted qualitative research with pupils and teachers in western Kenya to understand where pupils urinate and defecate and what factors influence location selection. Despite the availability of gender-separated latrines at all schools, pupils listed numerous locations for urination and defecation. Several physical environmental, social, and individual factors influence pupils' selection of where to urinate and defecate. Physical environment factors include condition, safety, privacy, accessibility, and availability of facilities; social factors include norms, expectations, and responsibility; and individual factors include experience, routine, risk perception, and personal needs. Students simultaneously weigh several competing factors to determine where to go. The factors that facilitate or hinder latrine use need to be taken into consideration during design, construction, operation and maintenance, if healthy habits are to be formed and sustained.
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Novotna, Barbora, and Michaela Slovakova. "Intervention Motion Program Of Rhythmic Gymnastics And Its Impact On The Development Of Motor Abilities." European Scientific Journal, ESJ 12, no. 14 (2016): 1. http://dx.doi.org/10.19044/esj.2016.v12n14p1.
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The aim of this study is to present the research results of intervention motion program with rhythmic gymnastics´ content on chosen motor abilities of early school age pupils. The program was performed in school within the educational process of physical education. The experiment was realized with selected pupils in the 4th classes at primary schools in Banská Bystrica. The evaluation of motor abilities was realized. Thanks to the chosen standardized tests. The content analysis of motor tests´ results show a significant (p < 0.01) impact of applied motion program on the level of chosen coordination abilities of pupils with recommendation to the school practice.
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Branitska, T., B. Maksymchuk, I. Demchenko, et al. "Professional factors of primary school teacher’s preparation for organization of sports and mass work." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 20–26. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).04.
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Until now, higher educational institutions trained pedagogical personnel for work in the field of physical education and in the field of sports training, which was implemented in the systems of training of sports reserves and sports of the highest achievements. Drawing attention that many components of sports training are used to improve the quality of physical education, there is a need to adjust training programs for comprehensive schools. The solution of this task actually deserves much more attention than it did before.
 Sports and mass work at primary school is an important link in physical education of pupils. It is organized and carried out in accordance with the general purpose and tasks of physical education because of which and contributes to the systematic development of physical and mental properties of the personality of junior pupils. As well as lessons of physical culture and organized physical exercises in the mode of the day, sports and mass work has its own specific tasks, therefore, it is filled with concrete content, performs important functions in the system of physical education of junior pupils. With the help of different forms of sports and mass work, tasks are most unleashed to meet the needs of junior pupils for regular physical improvement classes in the desire to discover their physical potential in competitions.
 The shortcomings in the content of education are reflected in the method of vocational training in physical education of future primary school teachers: the educational material doesn’t fully reflect needs of a school; elements of pedagogical skills are formed outside the structure of pedagogical activity ("on their students"). Therefore, a future teacher is good at learning individual subjects, but it isn’t easy for him to use his knowledge in pedagogical work. For this reason, he loses interest in theoretical training, and his follow-up often leads to mechanical practice.
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Makovskyi, Denys. "Development potential of information and communication technologies for formation of music understanding in primary school pupils." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 167–71. http://dx.doi.org/10.33310/2518-7813-2019-66-3-167-171.
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The article is devoted to the educational and developmental potential of information and communication technologies for the formation of understanding of music in primary school students at the music lesson. Psychological characteristics of younger school age – inquisitiveness, emotionality, mental activity, immediacy, openness, trustworthiness, their belief in the undeniable authority of the teacher and willingness to fulfill any of his tasks are favorable conditions for affirmation of broad social motives at this age responsibility, understanding of the need for training etc. The possibility of a teacher in music lessons using various computer programs: MIDI, Musical Instruments Digital Interface, Garage Band, FlexiMusic Composer, FL Studio, Finale, Sibelius. The use of modern computer technology in music lessons in primary school makes learning bright, unforgettable, interesting for the student, contributing to the formation of cognitive skills in students, forming an emotional-positive attitude to the arts. After all, the use of information and communication technologies in the classroom increases the level of understanding of music in primary school students. Various and multifaceted psychological and pedagogical tasks of informatization of the educational process in primary school students are highlighted, namely: development of communication skills; correction of mental and emotional states; development of the emotional sphere of the child's personality; formation of selfpresentation skills; setting up an emotionally-supportive atmosphere in the classroom. The use of information and communication technologies in music lessons contributes to the educational and development potential of primary school students to form an understanding of music, namely: motivation; individualization and differentiation; cognitive development of the child; forming a culture of educational activity and information culture. Thus, the problem of educational and development potential of primary school students by means of information and communication technologies does not lose its relevance. The introduction of information and communication technologies into the educational process for forming the understanding of music in primary school students in a music lesson is a complex process that is caused by individual psychological characteristics, personal experience, emotional and sensual sphere. Key words: educational and development potential, information and communication technologies, understanding, primary school students, music lesson.
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Ajuwon, Ademola J., Oladimeji O. Oladepo, Bartholomew Sati, and Patrick Otoide. "Improving Primary School Teachers' Ability to Promote Visual Health in Ibadan, Nigeria." International Quarterly of Community Health Education 16, no. 3 (1996): 219–27. http://dx.doi.org/10.2190/26k0-q59j-d6r2-2pmd.
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Primary schools in developing countries, even in urban centers, lack general school health personnel as well as eye-care professionals. In this situation pupils' visual acuity problems may often go undetected, setting the stage for poor performance in school and later in life. Students and staff of the African Regional Health Education Centre in Ibadan, Nigeria worked with primary school teachers in one traditional poor inner-core community of Ibadan to identify their willingness to undertake visual acuity (VA) screening training and their knowledge about eye care and VA. Nineteen teachers participated in a fifteen-hour in-service training course based on their stated needs. After training they were able to preform VA screening and also showed significant knowledge gains about eye care. A six-month follow-up visit found that 322 pupils had been screened, of whom forty-two had visual acuity problems. Parents of half of these pupils followed through with recommended referrals, and teachers assisted all with problems to find more appropriate classroom seating arrangements. This pilot project shows that teachers can become effective primary care workers, but that continuing education programs must be organized by school authorities to prevent deterioration in knowledge and interest in school health.
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Kozík, Tomáš. "The Importance of Technical Education for the Development of Society." Acta Technologica Dubnicae 5, no. 3 (2015): 48–72. http://dx.doi.org/10.1515/atd-2015-0070.
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AbstractAfter 1990, the Slovak Republic saw an emergence of a negative attitude towards technical education at primary schools. However, since the beginning of the 21st century the Government has been aware of the unfavourable development of technical education in Slovakia, and according to its autumn 2012 policy statement, it considered “education, science, research and innovation, information and digitization to be essential pillars of the knowledge-based society and economy”. This statement also indicated support for strengthening of education focused on natural sciences and engineering. One of its main preconditions would be innovation of educational programs at different levels of the educational system in accordance with the requirements of pedagogical practice and in line with current needs of the labour market. Therefore, it will support the education leading to the development of job skills of primary school pupils to ensure professional orientation of students, particularly at secondary vocational schools.The importance of technical education for the overall development of children is discussed in relation to the preparation of students to study at secondary vocational schools. A successful completion of topics in the subject of Technology at primary schools (PS) is a prerequisite for an easier transition of pupils to secondary vocational schools.