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1

ПІДГОТОВКА ДІТЕЙ ІЗ ЗНМ ДО НАВЧАННЯ У ШКОЛІ

100%
Голуб Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 7(51)
344-352
EN
In the article there were considered the difficulties faced by children with the general underdevelopment of speech (GUS) while entering school. With a focus on school maturity criteria, the article stated on those minuses of oral speech, functional, operational base, which cause the unsuccessfulness of the children with GUS in learning basic academic skills. There were defined the mechanisms of occurrence of such disorders as dyslexia, dysgraphia, dyscalculia. Taking into account the systemic nature of speech disorders of children with GUS, the article discovered the speech preparation directions of children for school. An important aspect of correctional and developing work is to form different activities of the preschool children with GUS, especially the game activities, as the leading activity of the preschool children. While preparing children for school there should be promoted such components of teaching and learning activity, as motivational and target, organizational and oriented, content and procedural, regulatory, control and evaluation. Considering the fact that children with GUS could have underdevelopment of both verbal and nonverbal functions, their preparation for school should implement a systematic and comprehensive approach. The necessary work is not only about the correction and formation of their phonetic and phonemic, lexical and grammatical structure of speech, coherent speech skills, but also about gnosis, praxis, mnemic and thinking processes and also emotional and volitional and motor regions. The article also focused on the fact that many children with GUS inherent weakening, slowness of mental and physical development, which are often associated with residual organic pathology of the central nervous system. In order to prevent psycho-emotional overload of the children with GUS, teachers should take into account their physiological, personal characteristics, health and social situation of the development. Only under the condition of comprehensive preparation of children for school, it is possible for children with GUS to adopt deliberately the new social and psychological position, to bring up positive attitudes to schooleducation.
2
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IMPORTANCE OF SPORT ACTIVITIES IN LEISURE TIME AND SCHOOL SETTINGS AMONG SWISS AND FOREIGN CHILDREN Results from a cross-sectional study in Central Switzerland

100%
Kühnis J., Eckert N., Mandel D., Egli S., Imholz P.
Journal of Physical Education & Health - Social Perspective
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2016
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vol. 5
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issue 8
13-19
EN
The aim of this study was to observe the importance of sport activities among 5th grade pupils in the canton of Schwyz (located in Central Switzerland) and to identify possible differences between children of various nationalities. The cross-sectional study was carried out in 30 randomly selected classes during the school year 2015/2016. The sample (n = 468) consisted of 52.8 % boys and 47.2 % girls, aged 10.8+0.7 years old. Socio-demographic characteristics, interests and participation in sports were established using a standardized questionnaire. The majority of the observed primary school children (85.7%) participate regularly in sports. Approximately 5 hours of sports are practised on average per week; about 18 % are engaged in such activities for more than 7 hours. The percentage of fully sport-abstinent children is around 3.5 %. In accordance with other studies, the influence of immigration backgrounds seems to be mainly moderated by gender. While boys with foreign or Swiss origin are equally enthusiastic about sports, there is clearly a lower level of participation in sports in general and especially in sports clubs among girls who come from an immigrant background. Therefore, they should be considered one of the important target groups for exercise promotion programs.
3

ПЕДАГОГІЧНІ ЧИННИКИ РИЗИКУ ЗАХВОРЮВАНОСТІ МОЛОДШИХ ШКОЛЯРІВ

88%
Кондратюк C.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 5(49)
136-142
EN
The article highlightes the problem of negative pedagogical factors influencing primary school children’s health: stressful teaching tactics; intensification of the educational process; mismatch of methods and technologies of training to age and functionality of school children; failure to comply with basic hygiene requirements for the organization of educational process; functional illiteracy of teachers and parents in conservation issues and promotion of health; the lack of work on the formation of the value of health and healthy lifestyles. Moreover this complex of negative factors is dangerous because it is continuous, long-term and systematic. Current system assessment of knowledge and authoritarian style of relations between teachers and pupils in primary school enhance stressful teaching tactics that causes the primary school children chronic feelings of fear, uncertainty, and mental disorders. In the modern school practice the success in studying is not often determined by quality. It is determined by speed performance indicators. Intensification of the educational process has led to an overload of pupils. It increased the volume of tasks for independent work. Compulsory learning in primary school often does not take into account the functional readiness of the child to learn that makes parents turn to tutors, and therefore enhance mental workload of children. This causes to a stable tiredness, nervousness and chronic diseases. Experimental research of these issues shows that to prevent the occurrence of «school illnesses» is possible by creating health-saving school environment and appropriate study plans and programs to physical and mental abilities of pupils, improving the psychological conditions of the educational process; direct participation of teachers in improving the school environment; increasing the level of valeological preparation of teachers and parents; the use of traditional and non-traditional healing techniques for physical education lessons and during sports breaks; supplementing various academic subjects with issues health-saving content. It is possible to conduct the further research of objective and subjective factors that negatively affect the health of primary school children in the studying process as well as outside it.
4
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Zastosowanie oraz rola bajek i baśni w nauczaniu języka obcego dzieci w wieku wczesnoszkolnym – wskazania studentów kierunku pedagogiczno-językowego

88%
Krawiec M., Lipiejko M.
Orbis Linguarum
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2019
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issue 53
355-368
EN
The authors of this article concentrate on the use and role of fairy tales in foreign language teaching to primary school children. They discuss these notions on the basis of scholarly literature and questionnaire responses of 2nd- and 3rd-year students of pedagogy and language studies at Wielkopolska University of Social and Economic Studies in Środa Wielkopolska. Apart from pointing to the necessity of introducing fairy tales in education, particularly foreign language education, they identify and describe in their account a number of tools which can be helpful for the presentation and discussion of content from fairy tales in a foreign language class at the primary school level. They also enumerate a number of effects which children’s work with fairy tales brings and in the end they draw conclusions with regard to the subject in question.
5

НАСТУПНІСТЬ У ВИХОВАННІ Й НАВЧАННІ ДІТЕЙ ДОШКІЛЬНОГО ТА МОЛОДШОГО ШКІЛЬНОГО ВІКУ В ІСТОРИКО-ПЕДАГОГІЧНОМУ КОНТЕКСТІ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТОЛІТТЯ

63%
Антипін Є.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 10(54)
225-232
EN
The article is devoted to the problems of development of ideas of continuity in the upbringing and education of preschool and primary school age children in the theory and practice of the late XIX – early XX century. Continuity as a phenomenon that characterizes the internal organic connection of universal, physical and spiritual development of the preschool and primary school age children, internal training during the transition from one stage of identity formation to another is considered. The purpose of the article is to describe the development of ideas of continuity in the upbringing and education of preschool and primary school age children in the theory and practice of the late XIX – early XX century. The following research methods are used in the study: the method of genetic analysis of historical sources for reconstruction of continuity as pedagogical phenomenon; theoretical analysis of educational thought to isolation characteristics and continuity. The article analyzes the views of prominent scientists of late XIX – early XX century, namely Nataliia Lubenets, Timothy Lubenets, Sofia Rusova, Stepan Siropolko, Jakiv Chipiga, Anton Makarenko, Antonina Hendryhivska. To study the peculiarities of practical realization of the ideas of continuity in the upbringing and education of preschool and primary school age children, in the indicated chronological limits, archival documents of definite period are studied, which are situated in the Central State Historical Archives of Kyiv and the Central State Archives of higher authorities and government of Ukraine. Historical and pedagogical analysis of the definition of the phenomenon in these chronological limits allowed to explore the essence of ideas of continuity in the upbringing and education of preschool and primary school age children: school age child readiness for school; reforming primary school on the idea of pre-school education; unity of organizational forms, principles, methods of pre-schools and primary schools; continuity of the content of training and education of the child. Detection of new facts expand the realm of history of education for the development of ideas of continuity in educational thought and practice of Ukrainian education. Against this background of considerable scientific and practical interest is the further study of the nature and ways of realization of continuity in labor education of children of preschool and primary school age.
6
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Obsahová analýza dětských snů

63%
Kráčmarová L., Plháková A.
E-psychologie (E-psychology)
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2012
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vol. 6
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issue 4
1-13
EN
In the Czech Republic there is no research dedicated to children's dreams. It is, however, a very interesting area, as well as dreams of adults. Our study is focused on dreams of primary school children. We use the method of semi-structured interview aimed at dream recall of primary school children. Surveyed sample consists of 35 children between six and eight years of age from an elementary school in the Czech Republic. To process the data we use the coding system of the dream content analysis developed by psychologists Calvin S. Hall and Robert Van de Castle. Particular attention is paid to formal properties of dreams such as types of characters, social interactions, activities and emotions. Other research topics are children's ability of dream recall and subjective frequency of their dreams. We are interested in children’s attitudes to their dreams and connections of their contents to experiences from previous day, children's hobbies, common activities or their problems. The results of our research will be compared with similar investigations from foreign countries. The media's influence on children's dreams is also discussed.
CS
V České republice nenajdeme výzkum, který by byl orientován na dětské sny. Tato oblast je nicméně velmi zajímavá, stejně jako sny dospělých. Naše studie se zabývá sny dětí mladšího školního věku. Hlavní metodou je semistrukturovaný rozhovor zaměřený na vybavené sny a jejich obsah. Zkoumaný vzorek se skládá z 35 dětí ve věku 6-8 let a pochází z jedné základní školy v České republice. Pro zpracování dat používáme obsahovou analýzu snů vyvinutou psychology Calvinem S. Hallem a Robertem Van de Castleem. Zvláštní pozornost je kladena na formální charakteristiky snu, což zahrnuje typy postav, sociální interakce, aktivity a emoce. Dalšími výzkumnými tématy jsou dětská schopnost vybavování snů a jejich subjektivní frekvence. Zajímá nás postoj dětí k vlastním snům a souvislost jejich obsahů se zážitky z předchozího dne, dětskými zálibami, běžnými aktivitami nebo problémy. Výsledky našeho šetření budou srovnány s podobnými výzkumy z cizích zemí. V článku je diskutován vliv médií na dětské sny.
7
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Trening empatii jako metoda zapobiegania zachowaniom agresywnym w grupie dzieci w młodszym wieku szkolnym – doniesienia wstępne

63%
Wild E., Lickiewicz J., Makara-Studzińska M.
Państwo i Społeczeństwo
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2018
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issue 4
19-31
EN
The work concerns the issue of the influence of the training on the empathy and the aggression in group of children 6–9 years old. The subject of the research was to determine the level of aggression in group of children 6–9 years old, conducting training of empathy, and re-examination of the level of aggression. Aggression was examinated by modified version of questionnare ‟My life in school” created by Tiny Arora, with polish adaptation by Tomasz Kołodziejczyk. The empathy training included eight exercises, the aim of which was to develop skills related with empathy. There was 100 students of elementary school in the study group, 52 girls and 48 boys. A conducted statistical analysis confirmed the correlation between the empathy training and the level of aggression in whole study group. However, a hypothesis about relationship between sex and effectiveness of training weren’t confirmed. Both boys and girls empathy training brought results, although it was more effective in first group. The empathy training was proven to be effective. It reduced the level of aggression in the study group of 100 children 6–9 years old. These findings prompted to number of doubts and thoughts about its implementa on and encouraged to reflection the improvement of future research trials. It is certain, however, that empathy training reduces aggression and can be an effective tool in dealing with aggression at school.
PL
Praca dotyczy problemu wpływu treningu empatii na poziom agresji u dzieci w wieku 6–9 lat. Przedmiotem badań jest określenie poziomu agresji u tychże, przeprowadzenie treningu empatii, a następnie ponowne zbadanie poziomu agresji. Agresję badano zmodyfikowaną wersją kwestionariusza „Moje życie w szkole”, opracowanego przez Tiny Arora i zaadoptowanego w wersji polskiej przez Tomasza Kołodziejczyka. Trening obejmował osiem ćwiczeń, których celem było rozwinięcie umiejętności związanych z empatią. Badania empiryczne zrealizowano wśród dzieci w wieku 6–9 lat, czyli uczniów klas 1–3 szkoły podstawowej. W grupie badanej znalazło się sto dzieci: 52 dziewczynki, 48 chłopców. Przeprowadzona analiza statystyczna potwierdziła związek pomiędzy treningiem empatii a poziomem agresji w badanej grupie. Nie potwierdzono natomiast hipotezy o związku płci i skuteczności treningu. Zarówno u chłopców, jak i u dziewczynek trening empatii przyniósł rezultaty, chociaż w grupie chłopców były one lepsze. Trening empatii okazał się skuteczny. Zmniejszył poziom agresji w badanej grupie stu dzieci w wieku 6–9 lat w ciągu jednego tygodnia. Badanie nasunęło szereg wątpliwości i przemyśleń dotyczących jego wykonania i skłoniło do refleksji nad udoskonaleniem przyszłych prób badawczych. Pewne jest jednak, że trening empatii obniża poziom agresji i może stanowić skuteczne narzędzie w radzeniu sobie z agresją w szkole.
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