Purpose: to fulfill comparative analysis of foot support-spring indicators of schoolchildren with weak eyesight. Material: in the research 7-10 years’ age children (n=76) with weak eyesight ...participated. The children learn in specialized boarding school. Results: we found statistically confident differences between some foot support-spring indicators of primary school children with weak eyesight and their practically healthy children. It was registered that primary school children had weaker muscles and ligaments of lower limbs. The reason can be insufficient motor functioning and muscles’ stiffening in moving in space as well as the absence of exercises for prophylaxis of foot functional disorders. Conclusions: we determined that there is demand in working out and implementation of practical recommendations in physical education process of schoolchildren with weak eyesight. Physical education process shall be oriented on educational aims, on application of health related correcting and compensatory-prophylaxis physical exercises. Such approach will positively influence on correction of foot support-spring disorders.
Background: Congenital colour vision deficiency (CCVD) is an untreatable disorder which has lifelong consequences. Increasing use of colours in schools has raised concern for pupils with CCVD. This ...case-control study was conducted to compare behavioural and emotional issues among age, gender and class-matched pupils with CCVD and normal colour vision (NCV).
Methods: A total of 1732 pupils from 10 primary schools in the Federal Territory of Kuala Lumpur were screened, of which 46 pupils (45 males and 1 female) had CCVD. Mothers of male pupils with CCVD (n=44) and NCV (n=44) who gave consent were recruited to complete a self-administered parent report form, Child Behaviour Checklist for Ages 4-18 (CBCL/ 4-18) used to access behavioural and emotional problems. The CBCL/ 4-18 has three broad groupings: Internalising, Externalising and Total Behaviour Problems. Internalising Problems combines the Withdrawn, Somatic Complaints and Anxiety/ Depression sub constructs, while Externalising Problems combines the Delinquent and Aggressive Behaviour sub constructs.
Results: Results from CBCL/ 4-18 showed that all pupils from both groups had scores within the normal range for all constructs. However, results from the statistical analysis for comparison, Mann-Whitney U test, showed that pupils with CCVD scored significantly higher for Externalising Problems (U=697.50, p=0.02) and Total Behaviour Problems (U=647.00, p= 0.01). Significantly higher scores were observed in Withdrawn (U=714.00, p=0.02), Thought Problems (U=438.50, p<0.001) and Aggressive Behaviour (U=738.00, p=0.04). Odds ratios, 95% CI, showed significant relative risk for high Total Behaviour Problem (OR:2.39 ,CI:1.0-5.7), Externalising Problems (OR:2.32, CI:1.0-5.5), Withdrawn (OR:2.67, CI:1.1-6.5), Thought Problems (OR:9.64, CI:3.6-26.1) and Aggressive Behaviour (OR:10.26, CI:3.4-31.0) scores among pupils with CCVD.
Conclusion: Higher scores among CCVD pupils indicates that they present more behavioural and emotional problems compared to NCV pupils. Therefore, school vision screenings in Malaysia should also include colour vision to assist in the early clinical management of CCVD children.
Computer science education in schools focuses in many countries on the use of IT-equipment rather than on foundational concepts informatics of fers. Although this is partly justified by immediate use ...of IT-literacy of pupils, it is as much due to the lack of deeper knowledge in computing on the part of teachers. But this application-based instruction distorts the pupil’s percep tion of informatics and thus, leads to lack of interest in informatics related professions.
This paper reports on a project that shows both, pupils and teachers, some principles of informatics in order to make the students curious to learn more about it and showing both groups that informatics offers more than its applications. It also shows teachers that concepts of informatics are not too difficult to teach and to grasp.
The article describes the methodological aspect of using associative exercises for working with illustrative material of Wimmelbuch at English lessons in primary school. It is found out that much ...attention is given to teaching a foreign language to schoolchildren at the age between six and seven whose age characteristics determine moving and motor activity and a significant role of the nonverbal component in self-expression. It is determined that non-verbal actions play an important part in communication and have a significant influence on the partner, so this fact should be taken into account while teaching foreign language communication. The purpose of the study is to find out the didactic conditions for using associative exercises to work with the Wimmelbuch at English lessons in primary school. The relevance of the outlined problem is determined by the lack of development of the intercultural and activity approaches to the issue of using associative exercises to work with the Wimmelbuch for conducting intercultural communication. The article proves that the illustrative materials of the Wimmelbuch helps to realize the principles of the concept of personality’s development in cross-cultural activity, that meets the requirements of modern society to the level and quality of foreign language education. By using associative exercises while working with the Wimmelbuch at English lessons, the conditions are created for developing primary schoolchildren’s language abilities and for training them for real communication within intercultural contacts, in which it is necessary to understand and use not only verbal but also non-verbal means of communication. The associative exercise is specially organized training which is performed by using a large number of different analyzers (visual, auditory, speech-motor and moving). Such exercises give an opportunity to solve the main problems of teaching a foreign language to primary schoolchildren, because it is based on the actual theory of language learning through the personal activity of a child. The use of non-verbal associative symbols at foreign language lessons allows a student to perceive language material through all analyzers, and the student’s need for moving activity is fully ensured. Methodical tasks of the associative exercises are defined as to extend language abilities of students within the communicative minimum; to make studying a foreign language interesting, that will develop a student’s positive attitude to learning; to bring studying a foreign language closer to free communication; to involve the language experience of students’ communication in their native language to transfer it to communication in a foreign language and vice versa; to train moral qualities and culture of communication; to acquaint students with the peculiarities of socioculture of a foreign country, etc.
Background: Increase in obesity prevalence in recent years are associated to genetics as well environmental and behavioral factors. Change in dietary patterns including fatty and high density energy ...foods consumption have been reported to be very important. This study aimed to determine dietary factors (daily energy and macronutrient intakes, energy percentage of macronutrient, energy and macronutrient intakes per kilogram body weight, frequency of cola, natural fruit juice drinking, dairy products except cheese, tomato chips, puff, chocolate and fast food consumption and eating speed) associated to obesity in Ahwaz primary school pupils. Materials and Methods: Using two stage cluster sampling from 35 Ahwaz primary schools, all 10-11y students who had a BMI 95th percentile of Hosseini et al. (1999) reference, were identified as obese (n=150) and 150 same age and gender pupils (having BMI0.05). macronutrient intakes per kilogram body weight were significantly lower in obese group (p0.05). Obese students used to eat faster (p<0.05). Conclusion: In conclusion, high intakes of energy, protein, carbohydrate, tomato chips and puff and high eating speed were associated to obesity in Ahwaz primary school pupils.
RESUMO O desempenho académico dos alunos tornou-se uma preocupação central, no quadro da alteração dos modos de regulação dos sistemas educativos. Em que medida a ideologia da performatividade estará ...a ser interiorizada pelas crianças do ensino primário português? A análise de entrevistas a alunos do 3º ano de três escolas distintas sobre o que é um bom aluno aponta para três lógicas: i) a das aptidões naturais para a aprendizagem, ii) a do trabalho escolar tradicional e iii) a do trabalho escolar competitivo. As duas primeiras evidenciam a permanência do modelo de escola típico da primeira modernidade; a lógica escolar competitiva aponta para a reconfiguração precoce do ofício de aluno no quadro de um mandato educativo ancorado nos valores da performance e individualização.
RESUMEN El rendimiento académico de los estudiantes se ha convertido en una preocupación central, en el contexto del cambio en la regulación de los sistemas educativos. ¿Hasta qué punto la ideología de la performatividad está siendo interiorizada por los niños de primaria en Portugal? El análisis de entrevistas a estudiantes de 3° año de tres escuelas diferentes, sobre lo que es un buen estudiante, apunta a tres lógicas: i) las aptitudes ‘naturales’ para aprender, ii) el trabajo escolar tradicional y iii) el trabajo escolar competitivo. Los dos primeros evidencian la permanencia del modelo escolar propio de la primera modernidad; la lógica de la escuela competitiva apunta a la reconfiguración temprana de la profesión del estudiante en el marco de un mandato educativo anclado en los valores del desempeño y la individualización.
ABSTRACT The academic performance of students has become a central concern, in the context of the change in the regulation of educational systems. To what extent is the ideology of performativity being internalized by Portuguese primary school children? The analysis of interviews with 3rd year students from three schools, about what defines a good student, points to three logics: i) that of natural aptitudes for learning, ii) that of traditional school work and iii) that of competitive school work. The first two evidence the permanence of the school model typical of the first modernity; the competitive school logic points to the early reconfiguration of the pupil metier within the framework of an educational mandate anchored in the values of performance and individualization.
U težnji da se doprinese ocrtavanju stanja i projiciranju doprinosa organiziranog provođenja slobodnog vremena učenika unutar škole, disertacija pod naslovom „Projekcija razvoja izvannastavnih ...aktivnosti učenika osnovne škole“ orijentira se na prikaz stanja organizacije i provedbe izvannastavnih aktivnosti u osnovnim školama Primorsko-goranske županije, ali i na traganje za rješenjima koja vode unapređivanju izvannastavnih aktivnosti kao važnog dijela školskog kurikuluma. S ciljem analize zastupljenosti izvannastavnih aktivnosti kroz interesna područja, studijem dokumentacije prikazane su izvannastavne aktivnosti učenika osnovne škole prema osam interesnih područja i geografskom području škola. Anketnim upitnikom izneseni su stavovi voditelja izvannastavnih aktivnosti o odrednicama organizacije i provedbe aktivnosti koje su uključile: analizu obilježja voditelja, programsku osnovu aktivnosti, stavove o provedbi aktivnosti s naglaskom na poticanju aktivnog učenja i razvoju kompetencija učenika te analizu učestalosti istupa i nagrada tijekom provedbe aktivnosti. Rezultati kao podloga za promišljanje o donošenju odluka za učinkoviti pomak u pravcu kvalitetnije organizacije izvannastavnih aktivnosti upotpunjeni su utvrđenim ometajućim čimbenicima za provedbu aktivnosti te mišljenjima o poticajnim mjerama razvoja aktivnosti. Rezultati istraživanja ukazuju da je za smjer razvoja značajno: osvješćivanje potrebe za kvalitetnim provođenjem slobodnog vremena ; kontinuirano praćenje, evaluacija i dokumentiranje promjena u strukturi interesa učenika kao osnove za planiranje izvannastavnih aktivnosti te prilagođavanje unutrašnje organizacije tim polazištima. Neophodno je redovito, cjelovito i pravodobno informiranje učenika unutar škole o ponudi i provedbi aktivnosti institucionalnim umrežavanjem u sustav interesnih aktivnosti, kao i informiranje o mogućnostima suradnje sa širom zajednicom uz pridavanje prostora većem tjednom obimu sati za realizaciju izvannastavnih aktivnosti. Iziskuje se obvezno vrednovanje organizirane interesne aktivnosti u sklopu kojega bi važnu ulogu svakako mogli odigrati savjetnici za izvannastavne aktivnosti koji bi provodili evaluacijska istraživanja i razvijali smjernice djelovanja. Neizostavan vid napredovanja kvalitetne provedbe izvannastavnih aktivnosti mora obuhvaćati podršku učiteljima od strane škole, zajednice, savjetnika i vid nagrađivanja svih učesnika provedbe aktivnosti te osigurati prilike za prikupljanjem informacija putem redovitih stručnih usavršavanja. Iziskuje se već u obrazovanju učitelja tijekom studija daleko više zastupanje problematike provođenja slobodnog vremena djece i organizacije izvannastavnih aktivnosti. U tom smislu, projekcijom razvoja organiziranog slobodnog vremena učenika izvannastavnim aktivnostima, nastoji se doprinijeti promišljanju o potrebitim promjenama koje bi trebalo poduzeti kako bi se u budućnosti snažnije promovirala dobrobit organizacije i provedbe izvannastavnih aktivnosti.
In an effort to contribute to illustrating the state of leisure time activities
for pupils organised within schools, and to propose contributions to the same, the
dissertation ˝Projecting the Development of Extracurricular Activities Among
Primary School Pupils˝ is oriented towards presenting an overview of the manner
in which extracurricular activities in primary schools in the Primorje – Gorski
Kotar county are organised and implemented and, in addition, towards searching
for solutions leading to the improvement of extracurricular activities as an
important part of the curriculum.
With the aim of analysing the representation of extracurricular activities according
to areas of interest, a study of documentation has been utilised to display the
extracurricular activities of primary school pupils as pertaining to eight areas of
interest and the geographical position of the school. The leaders of the
extracurricular activities in question voiced their opinions on the organisation and
implementation of activities in a questionnaire that encompassed: an analysis of
the leaders' characteristics, a basic activity programme, views on the
implementation of activities with a focus on the stimulation of active learning and
the development of the pupils' competences, and an analysis of the frequency of
the pupils' and leaders' appearances and rewards during the implementation of the
activity. The results serve as a foundation for making decisions that represent an
efficient step towards a more quality organisation of extracurricular activities, also
encompassing those factors that have been found to interfere with the
implementation of activities and views on measures that stimulate the
development of activities.
The research results indicate that, in order to move in the direction of
development, it is important to: raise awareness of the need for spending leisure
time in a quality fashion; continuously monitor, evaluate and document changes in
the structure of the pupils' interests as the basis for planning extracurricular
activities and to adapt internal organisation to these starting points. Giving the
school's pupils regular, complete and timely information on the offer and
implementation of activities through an institutional network based on areas of
interest is indispensible, as is informing on the possibilities for cooperation with
the broader community and allotting the time for a larger weekly proportion of extracurricular activities. A compulsory evaluation of the activities organised is
also necessary, and within it advisors of extracurricular activities could certainly
play an important role by conducting evaluation research and and developing
action guidelines. Another indispensible dimension of the quality implementation
of extracurricular activities must encompass support given to teachers by the
school, community and advisors, a form of rewarding all participants in the
implementation of the activity and ensuring opportunities for gathering
information through regular professional improvement. It is also necessary for the
issue of children's leisure time and the organisation of extracurricular activities to
be far more present already during the training of teachers through their university
study.
In this sense, a projection of the development of the pupils' leisure time organised
through extracurricular activities aims to contribute to deliberation on the changes
that ought to be made in so that, in the future, the beneficial properties of the
organisation and implementation of extracurricular activities may be better
promoted.
When Nyerere took over the mantle of leadership of a new nation back in 1961, there were mixed voices of celebration and jubilation at the fact of gaining ‘independence’ and, indeed, those of concern ...and caution, even though the latter were visibly in a minority and could in no way be made public instantly. It was clear to him that education—in various forms and dimensions—was to be one of the most urgent matters to deal with in order to uplift the bulk of the population, ranging from children and youths to illiterate adults.
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