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1
Gunn, Sheena, and n/a. "An exploratory study looking for factors that are related to the poor attendance of Aboriginal primary age children." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060713.132349.
Full textAbstract:
This is an exploratory study that tries to isolate those factors that specifically relate to the
poor attendance levels of Aboriginal primary age children. The study took place in the
North-West Region of the NSW Department of Education. It was conducted by a member
of the Home/School Liaison Team which had been set up to address the problem of
non-attendance in NSW schools.
After considering both overseas and Australian studies relating to non-attendance at
school individual, family and school-based factors were looked at. One school was
targeted as a case study and students from other schools in the North-West Region were
randomly chosen to participate to attempt to broaden the results.
The student and a care provider were interviewed individually and each student's teacher
completed a questionnaire and student profile sheet. Where possible, interviewing was
performed by an Aboriginal person to allow the interviewee to feel more comfortable.
To get further details of school-based factors, all Public Schools in the North-West Region
with Aboriginal enrolments were sent questionnaires to be filled in by a staff member
in a promotions position and classroom teachers within that school.
The major finding of the study was the significance of the previous attendance history of
the student, thus indicating the necessity for early intervention if prevention of poor
attendance patterns is to occur. The targeting of the beginning years of schooling and
the introduction of parent education programs about the importance of these early years
are recommended.
Other areas found in this study to be related significantly to poor attendance were a
competitive class climate, the socio-economic background of parents, parent employment
history, parent educational background, single parent families, overcrowding and peer
group influences.
The study confirmed what many researchers had found: that school absenteeism is a
problem with many contributory factors and each student needs to be looked at
individually. Each case needs to be dealt with on its own merits.
2
Morrison, Diane. "Promoting positive well-being in primary school age children." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10076/.
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3
Nagy, Liana C. "Ethnic differences in sedentary behaviour and physical activity among primary school age children. Towards a movement behaviour intervention for primary school age children." Thesis, University of Bradford, 2019. http://hdl.handle.net/10454/18334.
Full textAbstract:
High levels of sedentary behaviour (SB) and low levels of physical activity
(PA) in primary school children are a health concern especially for the South
Asians (SA) because of increased cardiovascular risk.
The study investigated ethnic differences in movement behaviours among
primary school children in three studies: 1) inclinometer and accelerometer
measured movement behaviours in White British (WB) vs. SA 6-8-year-old
children; 2) qualitative studies with children, parents and teachers explored
barriers and facilitators to reducing SB; and, 3) accelerometer measured
movement behaviours in children aged 8-11-years.
The inclinometer outcomes were: total SB, SB from bouts >30 minutes and
breaks in SB, while accelerometry considered: SB, light PA and moderate to-vigorous PA and counts per minute.
525 children, eight parents and six teachers participated. No ethnic
differences were identified in inclinometer outcomes except for SB breaks.
SA children had 25 fewer breaks compared to WB. Accelerometry identified
higher SB for SA children vs. WB in study one but no ethnic differences in
study three; a pattern for higher SB/lower PA for SA children vs. WB was
consistent in studies. Reasons for engagement in SB included: knowledge
and beliefs about SB, child characteristics, cultural norms, parenting, educational system and the built environment. A large proportion of
movement behaviour interventions components were related to education
and policy. Children’s levels of SB were similar to office workers regardless of ethnicity. Interventions to reduce SB need to consider SB breaks and PA, especially for SA children who were less active and more sedentary than WB.
4
Grubb, Karen Elizabeth, and kgrubb1@bigpond com. "An examination of the experiences of gifted preschool and primary age children." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090604.095927.
Full textAbstract:
This research is a Case Study of the experiences of two groups of gifted children, including two preschoolers (3-5 years old) and three primary age children (6 - 9 years old), and their families in Victoria. The children were selected utilising a multi-faceted approach to identification appropriate to their ages and stages of development. That is, both objective and subjective procedures were used which included teacher nomination, parent nomination and checklists for the identification of the children for the case study. The focus of the study was on the personal and educational experiences of these children, with a particular emphasis on recording the
5
Ensink, Karin. "Assessing theory of mind, affective understanding and reflective functioning in primary school age children." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/1446627/.
Full textAbstract:
The goal of this thesis was to address the problem of the paucity of measures for assessing the socio-cognitive abilities of primary school-aged children by presenting three such measures and their coding manuals, the Happ?'s Strange Stories (HSS), the Affect Task (AT) and the Child Reflective Functioning Scale (CRFS). The psychometric properties of the three measures were assessed to determine whether they can be used to obtain reliable and valid assessments of children's theory of mind, affective understanding and reflective functioning. The assessment of the psychometric properties of the measures was based on the performance of subsamples of 200 children aged 5-11 recruited from schools and referrals to outpatient Child and Adolescent Mental Health Clinics in London and surrounding areas, on the HSS, AT and CRFS. In addition to the measures of mentalisation, children completed the Child Depression Inventory, the State and Trait Anxiety Scale, Harter's scale of self-esteem, and the Child Attachment Interview. Parents completed the Child Behaviour Checklist and the Child Adaptive Functioning Scale. The findings indicate that: 1) the interrater reliability, internal consistency and test-retest reliability of the measures were generally robust; 2) on the whole, children's socio-cognitive abilities, as measured on all the tasks, showed significant positive correlations of moderate strength with intelligence and expressive language abilities; 3) children with siblings showed significantly better performance on the AT Justification Scale, but contrary to expectations, children living in single parent families performed significantly better on the HSS and CRFS; 4) children's socio-cognitive abilities were implicated in depression, anxiety and adaptive functioning; 5) socio-cognitive abilities in general were associated with attachment security; 6) reflective functioning appears to have a complex relationship with affective and behavioural difficulties, and children with exceptionally low or high reflective functioning appear more likely to have affective and behavioural difficulties.
6
Jenzen, Bonita Jo. "Primary Care Resource and Referral Guide for Children 4-11 Years of Age with ADHD." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27600.
Full textAbstract:
The practice-improvement project (PIP) assessed five family nurse practitioners and one
pediatrician regarding the use and evaluation of a community treatment guideline packet.
Attention deficit hyperactivity disorder (ADHD) is a commonly diagnosed, chronic,
neurobehavioral disorder, and high-quality, evidence-based management is associated with
improved outcomes. Research has shown an increase in the diagnosis rate for ADHD, and the
need for intensified clinical management of children, 4-11 years of age, with ADHD. Without
proper evaluation or management of ADHD symptoms, the child may continue to struggle
throughout life. Family nurse practitioners (FNPs) employed in rural communities may be the
first point of contact for children, 4-11 years of age, who present with ADHD
symptoms. Providers need to be knowledgeable about ADHD, the treatment guidelines,
community resources, and the proper referrals within the community.
The PIP was designed to assist providers in 5 Minnesota communities who see 4-11 yearold
children with ADHD symptoms. The PIP design included the creation and presentation of a
treatment-guideline packet for 5 FNPs and 1 pediatrician in the rural communities. The
providers volunteered to utilize and evaluate the packet for 6 weeks in January and February,
2014. To evaluate the treatment-guideline packet, a post-questionnaire was completed by each
provider who participated.
The practice improvement project results indicated that 100% (n=6) of the providers felt
that the treatment-guideline packet was helpful and would benefit practice. Providers felt the
packet addressed a practice need by containing both a community resource/referral algorithm and
an evidence-based ADHD process-of-care algorithm. Three-fourths of the providers felt that
using the Vanderbilt Assessment Scales for diagnosing children would be a helpful addition to
iv
the packet to assist with diagnosing ADHD in children of this age group. Overall, providers felt
that being more aware of the potential referrals and resources in the community would allow a
multi-modal approach of care, therefore improving their management of children, ages 4-11,
with ADHD.
7
Kira, Geoffrey Dean Juranovich. "Associations of patterns of daily life, physical fitness and body composition of primary school age children." AUT University, 2009. http://hdl.handle.net/10292/930.
Full textAbstract:
The daily patterns of life, for example, food, physical activity and inactivity and sleep as well as physical fitness are associated with the accumulation of excess body fat in children. A positive energy balance between food (energy intake) and metabolism, particularly physical activity (energy output) is the accepted explanation. The reality of daily life for children is excessive calorie consumption, imbalances in macronutrient intake and missed opportunities for activity are being driven by the physical and social environment. Excess body fat tracks into adulthood and is associated with decreased insulin sensitivity, which may lead to increased risk of insulin resistance and chronic disease. Resting metabolic rate and substrate utilisation (measured by respiratory exchange ratio) are implicated in the prediction of weight gain in adults, but these relationships have been rarely explored in children. Both insulin and respiratory exchange provide insights into the pathways of accumulation of body fat. The purpose of this body of work presented here was to explore and explain how lifestyle patterns, substrate metabolism, physical fitness attributes and insulin resistance are related to excess body fat accumulation in children. “Project Energize” is a Waikato District Health Board-initiated through-school nutrition and physical activity intervention, operated in a growing number of primary schools throughout the Waikato. Data was collected from Project Energize control and programme schools between 2004 and 2006. The children that participated in this body of work were aged between 5 and 12 years of age (20% Māori). Fat mass (FM) change in Hamilton and Waikato primary school age children over a two year period is reported in study one (n=618). Study two (n=69) and three (n=169) are cross-sectional sub-studies of low decile schools (<3) that employ two methods of metabolic assessment; indirect calorimetry and glucose homeostasis; to investigate the relationships between food, activity, fitness with body composition and metabolic risk. More than 70% of the increase in body mass index (BMI) and percentage body fat (PBF) could be explained by the same measures two years earlier and more than 10% of the reported food, activity and sleep behaviours were able to be predicted from the responses two years earlier. There were no clear associations found with resting respiratory exchange ratio (RER), but resting metabolic rate (RMR) was best explained (45%) by fat free mass with a further 3% explained by cardiorespiratory fitness. Children with longer legs (as represented by height) travelled further, but FM attenuated final speed. Children with more fat had higher insulin resistance. Physical fitness was not associated with insulin resistance. Overall, a pattern of increased FM was linked to: 1. FM two years previously 2. a lesser speed attained in the 20m Shuttle Run Test and 3. higher insulin resistance. A focus on weight gain rather than change in FM and FFM, fitness and metabolic markers as the outcome of interventions is unlikely to show short or medium term changes. Therefore it is recommended that when instigating school-based nutrition and physical activity programmes, there must also be a focus on the daily patterns of life alongside community, family and culture-based partnerships to support sustainable behavioural change.
8
Kashkary, Samera Yaqoub. "The influence of attending kindergarten on the mathematical attainment of primary age children in Makkah, Saudi Arabia." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503740.
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9
Garlington, Jennifer Erin, and Jennifer Erin Garlington. "Exploring Family Perceptions About Primary Care Management Following Diagnosis of Type 1 Diabetes in Preschool-Age Children." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621004.
Full textAbstract:
Purpose: To describe family perceptions about pediatric primary care management following diagnosis of type 1 diabetes mellitus (T1DM) in preschool-aged children living in the Pacific Northwest region of the United States. Study Design and Method: Mothers of children diagnosed with T1DM before the fifth birthday and within the past two years were recruited anonymously through two regional support groups. Perceptions about pediatric primary care management following T1DM diagnosis were elicited through an anonymous 30-item online survey. Demographic characteristics of mother and child were obtained as well as information about five important domains of health care management for a young child with T1DM: (1) multidisciplinary, (2) holistic and compassionate, (3) accessible and communicative, (4) uses current standards and technology, and (5) actively promotes safe self-management. Results: Twenty-one biological mothers participated in this study, each on behalf of a child diagnosed with T1DM who fit inclusion criteria. Overall mothers held positive perceptions about care management by PCPs and endocrinologists within context of each of the five domains. Most mothers felt included in care planning, valued periodic well-child exams, and believed the child's providers were accessible, communicated effectively, and usually demonstrated consideration/compassion for the family. Although a majority of mothers at least somewhat agreed that the PCP used current standards and technology to care for the child, and functioned as the center of his/her health care coordination, these domains elicited a slightly greater number of responses indicating uncertainty or disagreement. Clinical Implications: Nurses and pediatric practitioners can use findings from this study to plan continued exploration into the perceptions and care management needs of families following diagnosis of a very young child with T1DM. The domains of care used to assess mothers' perceptions about care management-based on tenets of the Chronic Care Model (CCM) and Patient Centered Medical Home (PCMH)-can be used by pediatric PCPs and endocrinologists to dialogue with patients and staff about how care management may be improved for these families. Providing opportunities for feedback to the families of young children with T1DM should be encouraged so future research can examine relationships between care management variables and clinical outcomes.
10
Collins, Fiona. "The storytelling revival in England and Wales and its contribution to the education of children of primary age." Thesis, University of Roehampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510230.
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11
Prattis, John, and n/a. "A survey study on school library book borrowing patterns of primary school children according to age, sex and reading level." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061106.151256.
Full textAbstract:
This survey study examines the type and frequency of books borrowed by students
according to age, sex and reading ability. It seeks to redress the sparsity of
information available on the types and style of books borrowed by children.
This survey study is based on data gathered over 14 weeks at Wanniassa Hills Primary School. Weekly library borrowings were recorded for Years 2. 3/4 and
5/6. A sample of 90 children, 30 from each year level was selected and individual
borrowings were coded for analysis according to the type of book borrowed. The
SAS System was used to tabulate the data and conclusions were drawn from the
results thus obtained.
The survey study revealed that females borrow more books generally than males.
A general pattern of book borrowing is evident. Females tend to progress more
quickly man males through this pattern of borrowing. Males tend to prefer Non-
Fiction books, progressing to Choose Your Own Adventure books and Fantasy
Game books. Recommendations are based on these findings and other outcomes of
the survey study.
This survey study has implications for classroom practice, libraries, basic readers
and further study.
12
Brown, Melissa. "Assessment of nutritional knowledge, behaviour and BMI of Primary Care-Givers with children under the age of 18 years." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8415_1366189949.
Full textAbstract:
Research suggests that parents&rsquo
feeding practices play a critical role in the development of children&rsquo
s tastes, eating habits, nutrition and eventual weight status. Thus if parental feeding practices play such a critical role, the question arises as to whether there is a difference in parental feeding practices that determine different developments in children&rsquo
s nutritional habits. Furthermore, feeding practices are possibly based on the nutritional knowledge of parents. The aim of this study was to assess the Body Mass Index (BMI), nutritional knowledge and behaviour of primary care-givers. This study followed the quantitative research paradigm. A sample of 147 staff members, who were primary care- givers of children at a University in the Western Cape was self-selected to participate in the study. Only primary care-givers of children were invited to participate. The primary care-givers were asked to complete two online questionnaires, the Comprehensive Child Feeding Questionnaire (CFPQ) developed by Musher-E-Eisenman and Holub (2007), and the General Nutritional Knowledge Questionnaire (GNKQ) for adults. Data analysis was done by means of the Statistical Package for Social Sciences (SPSS17). Results indicated that the majority of participants were overweight (46% of the participants). Primary care-givers across all body mass index groups did not lack nutritional knowledge but variations in behaviour were found with regard to feeding practices. However similarities were found in the BMI categories in the areas of teaching about nutrition, pressure to eat at meal times
and encouraging balance and variety.
13
Lai, Yuk-ching. "Systematic training for effective parenting (STEP) : its applicability for the Chinese parents of primary school age children in Hong Kong /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745244.
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Burger, Inanda. "The primary school girl's perception of body image and the influence thereof on her sense-of-self." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08142008-170332.
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15
Livermore, Joan, and n/a. "An examination of the effects of gender, age, and computer use on the process and products of misical composition in primary school children." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060405.162334.
Full textAbstract:
The purpose of this study was to build upon recent research dealing
with the ways children of primary school age operate when
composing original music. Through examining the musical and
structural content of the musical products, and linking these
features to working procedures in the composition process, the
aim was to explore the interaction between process and product,
and to identify any effects attributable to gender, age, or computer
use.
Control of the circumstances in which the compositions were
generated made possible the examination of the activity of the
subjects during the working period, providing data which was
linked to features of the compositional products for possible "cause
and effect".
Compositions were collected from 60 primary school children aged
7, 9 and 11 years. Half of the students in each age-group used the
computer to help them work out their music. There was equal
gender representation in each subgroup.
The working session of ten minutes for each child was recorded,
and later analysed, to discover the pattern of activities taking place
during the composition process.
A second procedure was then undertaken which involved analysis of
the final versions of the compositions of each subject. The pieces
were evaluated by a panel of six judges who identified levels of
achievement on a range of musical and structural items. The
process and product data were analysed to ascertain the influence
of gender, age and computer use. Any significant interactions
between process variables and product variables were also noted.
The research design proved to be useful and functional in providing
empirical data that allowed detailed statistical analysis. The major
significant results related to the process were:
1. Age was a significant factor in subjects' use of the
compositional activities (i.e. exploration, development and
repetition [implying closure] of musical ideas).
2. Computer-users developed their musical ideas more
quickly during the compositional process than non-computer
users.
3. There were significant 2-way interactions between age
and computer use.
The judges' evaluations of the product generated data that
supported previous research that found a developmental sequence
of stages in musical composition. Age was shown to be a significant
influence in all factors derived from the developmental model. The
significant period was between seven and nine years in all cases.
Although significant differences attributable to gender were not
revealed overall, females were predominant in the high scoring
groups on some product variables.
The influence of the computer emerged most clearly in profiles of
subjects who received high/low scores from all judges in each of
the main product variables. In the high scoring groups, computer
users outnumbered non-computer users in every case.
Little is known of the effects of the use of the computer by young
children for composition. Further research is indicated in order to
understand the impact of the computer on the creative and
cognitive processes in music. There is a need for greater
understanding of its role in this area of music education.
16
GUTHERY, STEPHEN L. "PRIMARY IMMUNOSUPPRESSION WITH TACROLIMUS AND AGE AT TRANSPLANTATION AS INDEPENDENT RISK FACTORS FOR THE DEVELOPMENT OF POST-TRANSPLANT LYMPHOPROLIFERATIVE DISEASE IN CHILDREN UNDERGOING LIVER TRANSPLANTATION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1016565901.
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17
Cremin, Hilary. "An investigation into whether the 'iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children." Thesis, University of Northampton, 2001. http://nectar.northampton.ac.uk/2800/.
Full textAbstract:
This thesis evaluates the effectiveness of peer mediation programmes in 3 primary schools in Birmingham. It investigates whether the ‘Iceberg’ system of peer mediation training, and the setting up of a peer mediation service, can reduce bullying, and have an effect on the self- concept of Year 5 pupils. The literature review section of the study reviews existing literature concerning peer mediation, humanism in education (humanistic values underpin the mediation process) behaviour management in schools and bullying. These are all areas that are revisited as part of the empirical research. The empirical research has a quasi-experimental research design which uses both quantitative and qualitative analysis. The experiment was set up to answer the main research questions as objectively as possible, given the author’s existing wider involvement in this area of work. Pre-test and post-test measures include pupil questionnaires and interviews with teachers and headteachers. The positivist framework of the main experiment, however, proved to be somewhat restrictive in answering some interesting new questions which emerged as a result of the programme not being implemented as planned in 2 of the experimental schools. The findings suggest that peer mediation can be used as a strategy to reduce bullying and improve pupil feelings of empowerment and self-esteem provided it forms part of a wider strategy to empower pupils and improve their personal and social skills. The difficulties of carrying out an experiment in a school setting, however, make the results inconclusive and more research is recommended in order to understand the links between peer mediation, humanistic practices in the classroom, and the apparently central role of the headteacher
18
Елькина, А. С., and A. S. El’kina. "Исследование нейропсихологического профиля детей 6-8 лет с ограниченным доступом к цифровым технологиям в образовательном процессе : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99989.
Full textAbstract:
Объектом исследования явилось развитие нейрокогнитивных функций у детей 6-8 лет. Предметом исследования стало влияние цифровой среды на нейрокогнитивное развитие детей. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (63 источника) и приложений, включающих в себя примеры выполнения детьми нейропсихологических проб. Объем магистерской диссертации 80 страниц, на которых размещены 16 рисунков и 3 таблицы. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная гипотеза, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме влияние цифровой среды на нейрокогнитивное развитие детей. Представлены разделы, посвященные непосредственно исследованию влияния цифровой среды и обзору современных тенденций в образовательном процессе в России. Вторая глава посвящена рассмотрению нейропсихологического подхода к оценке состояния высших психических функций у детей. В ней представлено описание теории системной динамической локализации в аспекте детской нейропсихологии и особенностей нейропсихологической диагностики в детском возрасте. Третья глава – это экспериментальная часть исследования. Она включает описание нейропсихологической методики, выборки для исследования, а также факторный анализ результатов исследования.
Выводы по главе 3 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.The object matter of the study is development of cognitive functions in children 6-8 years old. The subject of the study is the impact of the digital environment on the cognitive development of children. The master's thesis consists of the introduction, three chapters, the conclusion, the list of literature (63 sources) and the appendix, which includes the examples of children performing neuropsychological tests. The volume of the master's thesis is 80 pages, on which are placed 16 figures and 3 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the basic hypotheses is formulated, the methods and the empirical base are specified, as well as the stages of the research, the scientific novelty, the theoretical and practical significance of the work are described. The first chapter includes an overview of the Russian and foreign literature on the subject of the impact of the digital environment on the cognitive development of children. The sections devoted to the study of the impact of the digital environment and an overview of the modern trends in the educational process in Russia are presented. The second chapter is devoted to the description of the neuropsychological approach to assessing the status of cognitive functions in children. It provides a description of the theory of system dynamic localization in the aspect of child neuropsychology and the characteristics of neuropsychological diagnostics in childhood. The third chapter is the experimental part of the study. It includes the description of neuropsychological tests, sample for the research and also the factor analysis of the results of the study. The findings of Chapter 3 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.
19
Boyle, Erin Elizabeth O'Byrne. "Investigating the picture book preferences of grade four Aboriginal students." Thesis, 2001. http://hdl.handle.net/2429/11472.
Full textAbstract:
The purpose of the study is to investigate the picture book
preferences of grade four Aboriginal students, to discover what books
have the greatest appeal and to determine which specific factors
influence their choices. The study took place at an inner city elementary
school with a high population of Aboriginal students located in the heart
of the Canadian prairies.
Experienced educators know that the majority of Aboriginal
chidlren come to school with little or no exposure to books. Studies have
shown that the ability or lack of ability to read at grade level is a strong
indicator of future academic success. Teachers and librarians have little
information available to assist them in choosing literature that will be of
interest to Aboriginal students and motivate them to read and through
practice improve their reading skills. Provincial governments are looking
for research that addresses the needs of this growing population.
Twelve grade four Aboriginal students participated in the study,
seven boys and five girls. The students viewed forty-five books that were
divided into three sets of fifteen and chose one book from each set to
read and respond to through writing and/or drawing. After the book
selection and response sessions were complete, the researcher
interviewed each child to determine the one book they would most want
to take home.
The study concludes that: 1) Students preferred to read picture
books portraying Aboriginal characters that reflected their own image; 2)
Students transposed the urban and rural settings in the Aboriginal
books to make relevant connections with their lives; 3) Aboriginal books
portraying Aboriginal characters was the genre with the greatest appeal;
4) Students preferred vivid realistic illustrations; 5) Students background
experience frequently determined their preferences in books and also
increased their motivation to read; 5) Realistic pictures with minimal
amounts of text held great appeal for boys selecting information books.
It is hoped that the study will assist teachers and librarians in
selecting literature that will be of interest to Aboriginal students
encouraging them to read more and by improving their reading skills
raise the level of their general academic achievement.
20
蘇立瑾. "A study of Pedometer-determined Physical Activity Level and Body Mass Index of Aboriginal and non-Aboriginal children in the primary school." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/08148928680924365162.
Full textAbstract:
碩士國立高雄師範大學
體育學系
101
The purpose of this study was to evaluate the relationship and the differences of pedometer-determined physical activity and body mass index (BMI) between aboriginal and non-aboriginal children in the primary school. There were sixty-two aboriginal students (thirty-six males, twenty-six females) of the primary school in the Pingtung County and fifty-four non-aboriginal volunteered students (twenty-four males, thirty females) of the primary school in the Kaohsiung City enrolled. The participants accepted the measurements of the height and weight to obtain the results of BMI, and wore sealed pedometers for consecutive 4 schooldays to determine the physical activity. Independent T-test was used to test the differences of pedometer-determined physical activity and BMI of aboriginal and non-aboriginal students, and used the Pearson’s correlation to discuss the relationship between pedometer-determined physical activity and BMI of aboriginal and non-aboriginal students. The results are: 1. There were significant differences of mean daily steps between aboriginal and non-aboriginal female students (aboriginal: 13354±3457 , non-aboriginal: 10689±2059 , p＜.001), but no significant difference was noted between males. 2. There were no significant differences of mean daily steps between male and female aboriginal students, and so were between non-aboriginal students. 3. There were significant correlation between pedometer-determined physical activity and BMI of all participants (p＜.05), and so were of aboriginal students (p＜.05), but no significant correlation was noted in non-aboriginal students. The conclusions are: 1. Female aboriginal students have significantly more pedometer-determined physical activity and BMI than female non-aboriginal students. 2. There were significant correlations between pedometer-determined physical activity and BMI of aboriginal students.
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Lawler, Brynn Heintz. "Evaluation of the effect of a literature-based unit designed to enhance the attitudes of primary grade children toward the elderly /." 1988. http://hdl.handle.net/1957/8390.
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Banda, Thembekile Merinda. "Diagnosing Pulmonary Tuberculosis in children under the age of 5 years." Diss., 2006. http://hdl.handle.net/10500/1490.
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This study sought to describe the challenges of diagnosing pulmonary tuberculosis (PTB) in children under the age of 5 years at clinics under the Prince Mshiyeni Hospital at Ethekwini Health District in KwaZulu-Natal.
The study showed that primary health care (PHC) nurses do not have adequate knowledge to effectively diagnose PTB in children and, in addition, that PHC clinics are not adequately equipped to effectively diagnose PTB in children.Health Studies
M.A. (Public Health)
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Govender, Dhanasperi. "Children's moral orientations : age and gender patterns amongst young children at a primary school in KwaZulu-Natal." Thesis, 2006. http://hdl.handle.net/10413/2943.
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In examining children's moral orientations, the study draws on the work of Carol Gilligan (1982) and Lawerence Kohlberg (1969) focusing on age and gender differences in moral development. This study sought to examine children's moral reasoning about situations involving conflicts and how they can resolve them. The present study is carried out in order to ascertain whether children's choice of moral orientations varies across individual factors such as age and gender. The study was conducted at a primary school in a working class suburb in Pietermaritzburg, province of KwaZulu-Natal, South Africa. The
participants in the study were a group of 72 grade one and two learners. The participants were randomly selected from an alphabetical class list stratified by age (6, 7 and 8 year olds) and gender in that 12 boys and 12 girls were selected in each age group. The pupils were required to respond to three scenarios depicting real life dilemmas. The scenarios were used for obtaining data on the children's moral reasoning. Results have shown that children across gender and age made more care than justice orientation compared to 30% that reflected a justice orientation. An interesting finding was that across age boys' responses reflected a more care orientation (68%) than a justice orientation (32%) which is contrary to Kohlberg's view. However, across age girls' responses reflected a greater care orientation (72%) than a justice orientation (28%), as suggested by Gilligan. Both boys and girls showed a preference for the care orientation because they appear to understand the importance of solving problems in a way that considers the needs and concerns of all individuals. To understand the logic behind the learners determination of who is right and wrong and why, it was necessary to locate and follow the moral language, since the language gives meaning to the learners underlying belief system (Ward, 1988). This study also examined the responses in terms of moral operant concepts, which is defined as the ideas, beliefs, or principles that were used to organize a moral orientation.Thesis (M.Ed.)-University of KwaZulu-Natal, 2006.
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Huang, Ming-Hua, and 黃明華. "A Study of Health Conditions of Single-Parent School Age Children—Using Primary Caregiver as a Moderator Variable." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/63526654884050228919.
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碩士國立臺中技術學院
事業經營研究所
96
Abstract This study was designed to explore the leisure activities, diet habits, parent-child interactions, and health conditions of school age children with a single parent as the primary caregiver. Cross-sectional research design was adopted, and the research sample comprised of 554 students in the fifth and sixth years of elementary schools in Taichung County. The result of hierarchical regression analysis revealed that family structure and primary caregiver would affect the growth of single-parent school age children’s health conditions. Affected by leisure activities, diet habits, and parent-child interactions, single-parent school age children gained smaller growth in less health than those growing in a two-parent family. Among single-parent children, when parent-child interactions increased, those with father as the primary caregiver exhibited better growth in mental health than those with mother as the primary caregiver. Those with mother as the primary caregiver could benefit more from leisure activities and parent-child interaction in their growth of mental health than those with grandparent as the primary caregiver. The research results would be provided to authorities concerned and schools as a reference on assisting single-parent families to promote healthy behaviors.
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Palmer, Monica. "A comparative study of listening and reading comprehension in children of different age-groups." Diss., 1997. http://hdl.handle.net/2263/29123.
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Listening and reading comprehension form an important part of the educational needs of the child. Learning and development are dynamic processes and educators must take cognisance of the continually changing needs of the environment. The relationship between and development of listening and reading comprehension is complex and interlinked. Theoretical and developmental strategies need to be explored to help us understand assessment and teaching procedures. This study aimed to compare listening and reading comprehension using two assessment tools - the Sentence Verification Technique and the Performance Test: Listening and Reading Comprehension English First Language (HSRC). Three groups, standard 2, 3, and 4 students, were tested on both tests and reading and listening scores were compared in each test. Then the two tests were compared. Some qualitative analyses were carried out. The HSRC test showed listening and reading to be similar in all three groups, while listening was significantly better than reading on the SVT test. These differences may be related to the fact that the subjects were able to reread in the SVT 'reading test. A developmental trend was clear in both tests in that the scores in both reading and listening showed increases with each group. The results between the two tests were similar in the listening mode but showed differences in the reading mode. This implies that they cannot be directly compared but that both still play valuable, but different diagnostic roles. The results led to a discussion of the clinical and future research implications.Dissertation (MCommunication Pathology)--University of Pretoria, 2012.
Speech-Language Pathology and Audiology
Unrestricted
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Calitz, Magdalena Gertruide. "A cultural sensitive therapeutic approach to enhance emotional intelligence in primary school children." Thesis, 2005. http://hdl.handle.net/10500/1648.
Full textAbstract:
The difficulties experienced by children in their middle school age resemble problems with emotional intelligence. It is increased by cultural differences between the child, therapist and social environment.
This research problem led to a culturally sensitive Gestalt play therapy intervention programme, to enhance primary school children's emotional intelligence.
An intervention was developed, applied and the outcomes thereof studied. The outcomes relate to play therapy techniques, emotional intelligence and cultural sensitivity.
The researcher made use of applied research, and thus focused on solving the social problem as stated above, and making a contribution to real life issues.
A literature study, related to the concepts of the unit of analysis showed the following:
The primary school child has high energy levels and presents concrete reasoning abilities. His self-esteem is based on good interpersonal relationships and achieving tasks.
Emotions and other physical and cognitive systems are interdependent. Emotional intelligence is the awareness, management and control of emotions, relate to the functions of the frontal lobes and also to the requirements of a healthy individual according to Gestalt therapy.
Culture is connected to the field in Gestalt theory. Cultural sensitivity in this research study meant an attitude of acceptance of cultural differences.
Gestalt therapy is based on holism, which includes the environment or field. Gestalt play therapy in a group context was found to be an effective way to teach emotional intelligence skills in a culturally sensitive way to primary school children.
The intervention programme was applied to pilot- and research groups, compiled from children who were assessed with the Das-Naglieri Cognitive Assessment System (Naglieri and Das, 1997a) and who presented weaker frontal lobe processes in relation to their other cognitive skills.
The outcomes of the research study identified the most effective Gestalt play therapy techniques, which are:
The healing therapeutic relationship
The use of experiential learning
The Gestalt principle of "biding one's time"
The study also delivered some unsuspected outcomes namely a relation between right-hemisphere processes and emotional intelligence.
This study is still open for further research relating to the concepts discussed above, the intervention programme as well as the unsuspected outcomes.Social Work
D.Diac.
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Clara, Maria Inês Santos. "Insights on children sleep patterns during the second decade of the 21st century: studies based in Portuguese school-age children data." Master's thesis, 2019. http://hdl.handle.net/10316/94817.
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Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação[Introdução] A presente dissertação consiste em dois estudos sobre padrões de sono em crianças, com base em amostras recolhidas em agrupamentos da escola portugueses, nesta segunda década do século XXI. No Estudo 1, o objetivo principal foi examinar durações, horários e o deslocamento de fase de sono em crianças em idade escolar e pré-escolar. O Estudo 2 teve como principal objetivo investigar as diferenças dos padrões de sono-vigília, entre 1996 e 2016, de crianças a frequentar a escola primária. [Métodos] Os dados foram recolhidos, para ambos os estudos, através de questionários baseados em relatos parentais: o Estudo 1 incidiu em 3155 crianças cujos pais responderam ao QCTC, enquanto o Estudo 2 incluiu 666 crianças a frequentar o terceiro e quarto anos do ensino básico e utilizou o QSVC. [Resultados] No que concerne ao Estudo 1, verificou-se que, com o aumentar da idade e do ano de escolaridade, as horas de deitar e de início do sono tornam-se mais tardias, tanto em dias de escola como em dias livres. Encontraram-se, de igual forma, horas de acordar mais tardias em dias livres. Por outro lado, em dias de escola, verificou-se uma antecipação progressiva das horas de acordar, impostas pelos horários escolares. Verificou-se também uma redução progressiva na duração de sono em noites de escola à medida que o ano de escolaridade aumentava. Ao longo do desenvolvimento, encontraram-se pontos médios de sono gradualmente mais tardios, bem como maiores padrões de restrição-extensão e social jetlag. No que diz respeito ao Estudo 2, embora não se tivessem verificado diferenças estatisticamente significativas entre os dois pontos temporais em relação às durações médias de sono, o número de crianças a dormir o número recomendado de horas diminuiu desde 1996. Em 2016 verificou-se um avanço das horas de acordar, à medida que as crianças se tornam mais velhas. As dificuldades em adormecer sozinho e readormecer, bem como o medo do escuro, precisar de luzes ou da presença dos pais para adormecer foram mais elevadas em 2016 quando comparadas com 1996. [Conclusão] O Estudo 1 permitiu concluir que, em dias livres, o deslocamento das horas de deitar e acordar para horários mais tardios começa numa idade precoce, pelo que alterar os horários escolares poderá ajustar as exigências sociais aos ritmos biológicos das crianças. O Estudo 2 permitiu concluir que, em média, os horários e durações de sono não parecem ter alterado entre 1996 e 2016, apesar de um número mais elevado de crianças se encontrar a dormir menos em 2016. Os problemas relacionados com o início do sono aumentaram desde 1996 até 2016, provavelmente devido a práticas parentais que impedem as crianças de aprenderem a adormecer independentemente.
[Introduction] The current dissertation comprises two studies regarding the sleep-wake patterns of children, based on samples collected in Portuguese “school clusters” on the second decade of the 21st century. Study 1 aimed to examine sleep durations, schedules and sleep phase shift in preschool and school age children. The objective of Study 2 was to investigate sleep-wake patterns differences of primary school-age children between 1996 and 2016. [Methods] Data was obtained by parent-report questionnaires: Study 1 included 3155 children aged 4-to-11 years old whose parents responded to QCTC, while Study 2 involved 666 children attending 3rd and 4th grades of basic education and resorted to QSVC. [Results] In Study 1, as children grow older and school-grade level increases, we found later bedtimes and sleep onsets on both school and free-days; and later wake-times only on free-days. By contrast, wake-times were progressively earlier, imposed by school start-times. There was a progressive reduction in the amount of sleep on school-nights as grade level increased. Greater social jetlag, later midpoint of sleep and higher restriction-extension patterns were found across development. Regarding study 2, there were no statistically significant differences between the two time points regarding average sleep duration. However, the number of children sleeping the recommended number of hours decreased since 1996. Wake-times on free-days as children got older became earlier on 2016. Difficulties on settling to sleep alone and returning back to sleep, as well as fearing the dark and needing lights on or parents’ presence in order to fall asleep increased in 2016 when compared to 1996. [Conclusion] Study 1 led to the conclusion that the displacement of bed and wake-times for later hours on free-days starts at an early age, and thus changing early school start-times could adjust social demands to the biological rhythm of children. Study 2 found that sleep timing and duration did not change on average between 1996 and 2016, albeit more children were sleeping less in 2016 when compared to 1996. Sleep onset-related disturbances increased from 1996 to 2016, most likely due to changes in parental practices that prevent children from learning to fall asleep independently.
FCT
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KARPÍŠKOVÁ, Michaela. "Percepce seniorů dětmi mladšího školního věku (10 - 12 let)." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-50118.
Full textAbstract:
The diploma thesis is concerned with the relationships between children and seniors. The work is focused on perception of seniors by the primary children. The theoretical part of the thesis describes a characterization of primary school children and relationships between them. In this part is also described the theme of seniors and their conditions in society. Next part is concentrated on relationships between seniors and children, mainly grandparents and grandchildren. An integral part of the thesis is children´s drawing. Children express their relationships to the old people in the practical part by drawing. It´s the main reason children´s drawing was included in the last chapter of the theoretical part. In the practical part is researched how primary children at the age of 10 ? 12 perceive seniors. There is evaluated which attributes and character are predicated to the old people by the children. It was done by drawings and questionnaires.
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Marais, Amanda Karien. "Interceptive orthodontic treatment need among children attending dental clinics in the Tygerberg sub-district." 2013. http://hdl.handle.net/11394/3620.
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>Magister Scientiae - MScBackground In the Western-Cape province, orthodontic treatment provided to government patients is limited to tertiary hospitals such as the Tygerberg Oral Health Centre (TOHC). This results in growing waiting lists which place a huge strain on resources of the facility. Objectives To determine: 1. The prevalence of malocclusion among 7-to-10-year-old children examined at dental clinics within the Tygerberg sub-district. 2. The types of malocclusion they present with. 3. Which of these malocclusions can be treated with interceptive orthodontic treatment. Methods An analytical, descriptive, cross-sectional study was carried out and quantitative methods were used to achieve the aim and objectives. The study sample consisted of 100 children, 46 male and 54 female, from Bellville and Bishop Lavis dental clinics. Dental examinations were done by one examiner on children between the ages of 7 and 10 years. Dental problems were identified which, if left untreated, could result in the need for more complex orthodontic treatment at a later stage. All the necessary ethical clearance was obtained. Results The results showed that there is a very large interceptive orthodontic treatment need (79%) at these clinics. A large proportion (70%) presented with detrimental habits. Thumbsucking was more prevalent among girls than boys. Other problems like mouthbreathing, lip wedging, deep bite, asymmetrical mobility of primary teeth, rotated lateral incisors and crossbites were found. The biggest concern was that 71% of the children had early loss of primary teeth and only 5% of children received restorations, resulting in a high prevalence of unfavourable molar relationships. All of these should be addressed early, thereby preventing the development of complex orthodontic problems or skeletal discrepancies. iv Conclusion Interceptive and preventive orthodontic treatment should be regarded as a primary health centre service, as it may reduce the need for costly fixed orthodontic treatment. The study showed that urgent intervention is necessary from the Department of Health to address this issue.
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Takalani, Morongwa Caroline. "The comorbidity of internalising disorders on attention deficit hyperactivity disorder in primary schools in Lepelle-Nkumpi Municipality, Limpopo Province." Thesis, 2020. http://hdl.handle.net/11602/1517.
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PhD (Psychology)Department of Psychology.
Attention Deficit Hyperactivity Disorder (ADHD) is the most common diagnosed neurocognitive behavioural developmental disorder among school going–age children. ADHD in most instances is found to comorbid with internalising disorders such as anxiety and depression, therefore causing impairment on behaviour, emotions, academic, social and many areas of functioning. The existence of comorbid internalising disorders complicates the presentation of ADHD symptoms than if it was pure ADHD. The aim of the study was to explore the comorbidity of internalising disorders and ADHD symptoms. The study investigated whether children with ADHD have more symptoms of anxiety and depression than children without ADHD. The study went further to investigate whether children with ADHD have low self-esteem than children without ADHD. Also, that internalising comorbidities (anxiety and depression) are more prevalent in girls than in boys who have more externalising comorbidities which are Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) and anger issues. The null hypotheses further showed that, children with ADHD do not have more symptoms of anxiety and depression than children without ADHD. Moreover, children with ADHD have no lower self-esteem than children without ADHD. Also, internalising disorders (anxiety and depression) are not prevalent in girls than in boys who do not exhibit more externalising disorders which are Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) and anger issues. The study was conducted in Lepelle-Nkumpi Municipality in Lebowakgomo sub circuit. A total of 250 children (94 boys and 156 girls, aged 6 – 12) who were purposively selected participated in the study. A total of 125 clinically diagnosed ADHD were matched to 125 control group for age and gender. Participants were assessed on a battery consisting of Parent/Teacher Disruptive Behavioural Rating Scale (DBD), which was used to assess the presence and degree of ADHD- related symptoms (inattention and hyperactive/ impulsive); Oppositional Defiant Disorder and Conduct Disorder and Beck Youth Inventory Second Edition (BYI II), which was used to assess emotional and psychological issues that children experience. ADHD scores obtained on the DBD scale were correlated with scores obtained on BYI II scale. The study only focused on learners from primary schools in Lepelle-Nkumpi in Lebowakgomo sub circuit. In this research study, children who were reported to have a history of neurological problems such as head injurie, epilepsy, cerebral palsy or severe psychiatric disorders were excluded from the study. The results were analysed using the analysis of variance (ANOVA) and post hoc benferoni analysis to determine the significant difference within ADHD subtypes. Results of the study showed that children with ADHD had comorbid internalising disorders (anxiety and depression) when compared to their neurotypical group. Both boys and girls with a clinical diagnosis of ADHD showed symptoms of anxiety and depression. More symptoms of anxiety and depression were observed within the ADHD-HI, ADHD-PI and ADHD-C subtypes. Comorbid internalising disorders (anxiety and depression) were also associated with impairments with ADHD symptom, in particular inattention. Children with ADHD also showed more symptoms of low self-esteem when compared to their neurotypical group. Both boys and girls showed significant difference level of low self-esteem in all ADHD subtypes (ADHD-HI, ADHD-PI and ADHD-PI). The results further revealed that both boys and girls equally showed symptoms of comorbid internalising disorders (anxiety and depression), whereas girls showed significantly more symptoms of externalising comorbidities such as ODD, CD and anger issues. In conclusion, the findings suggest that the comorbidity of internalising disorders in a clinically diagnosed child with ADHD worsens or complicates the child’s expected normal functioning unlike when the child was presenting with only ADHD. The results further suggest that a child with clinical diagnosis has double impairment as a result of many impairments which are occurring at the same time. Moreover, the existence of externalising comorbidities which are salient in girls with ADHD may require proper screening and assessment.
NRF
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Brázdová, Kristýna. "Úroveň základní motorické výkonnosti a tělesné zdatnosti dětí mladšího školního věku." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329785.
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The main aim of this thesis is to find out a level of a basic motor performance and a physical ability of the children attending the fifth grade of primary school. Part of this thesis is a survey made on the basis of the Unifittest and somatic measurements. Gained results - that proved below-average level of the physical ability of primary school age children - were compared with results of the Unifittest made in 2002. From motor and somatic testing results the physical ability of children was compared on the basis of place of residence. In connection with the discovered below-average physical ability of children we recommend introduction of the third compulsory P.E. lesson at primary schools.
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MAREČKOVÁ, Kamila. "Zjištění názoru dětí mladšího školního věku na zdraví, pohyb a sport." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-136587.
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The goal of my diploma thesis is to explore the ideas of children about health, movement and sport. The thesis includes the explanation of children?s understanding of these terms. It also examines the influence of family, school, television and their surroundings on these ideas. 115 pupils attending third grade of elementary school (aged 8 to 9 years) were subject to the study. The method of questionnaire survey was used in the research. The thesis concludes that pupils of third grade have quite good opinion on health, movement and sport. Other revelation is that most children at this age do sports in their spare time. Insufficiency in healthy alimentation was discovered.
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Pištěk, Petr. "Vliv primární prevence v oblasti domácího násilí." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-379559.
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This diploma thesis focuses on the problems of primary prevention in the domestic violence area. Concretely is the author focusing on the influence of the primary school prevention in the domestic violence area on creating of presumptions for school age children emotional stability construction. In theoretical part author specifies the term "domestic violence", deals with theory of violent behavior inception and tries to point out the negative effects of violent behavior on the single family member. In the next chapters is author focusing on children as forgotten victims of the domestic violence and survey zones of exposure in the children's development, witch is acutely hit by this problems. The role of the school on the framework of primary prevention in the domestic violence area and problems of domestic violence concerning cross-sectional themes is last chapter content. Empiric part of thesis is formed by quantitative investigation, which was realized within questionnaires. Author tries to find out, whether the children's participation on the school preventive programs has the effect on the emotional stability creating. Key words: domestic violence, primary prevention, school age children, emotion's specific, school, general educational program
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HARENČÁKOVÁ, Petra. "Názor dětí mladšího školního věku na zdraví, pohyb a sport\\." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-47920.
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The aim of this thesis is to uncover the stance of younger school-age children to health, nutrition, exercise, sport and to the healthy lifestyle. The thesis then points out the importance of the influence of a family, school and the environment where the children live and grow up. Primary school pupils, concretely second class pupils in the age of 7 to 8 were the subject of the research. The method of written questioning was used for the research. The research showed that children have positive stance to sport. Furthermore, parents help children develop healthy nutrition and healthy lifestyle habits and children understand these terms.
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NOHEJLOVÁ, Markéta. "Názor dětí mladšího školního věku na zdraví, pohyb a sport\\." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-50959.
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The aim of this graduation theses is finding out the children{\crq}s conception of health, nutrition, exercise and sport. The object of research is children{\crq}s relation to exercise and nutrition. This theses is also describing influence of family, school, television and surroundings for formation of this relation. It also describes cooperation with pupils. 115 children of the third classes of primary schools were researched. These children were in the age of 8 {--} 9 years. The used methods in this research were questionnaires and observations. The research showed that the majority of pupils take right view to health, nutrition and exercise and most of the children practise some sport. This theses showed the problems of the way living of pupils in the third classes of primary schools.
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BROMOVÁ, Kristýna. "Zařazení rytmických forem do výuky tělesné výchovy na prvním stupni škol v Českých Budějovicích." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-48028.
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The aim of the graduation thesis was finding out the inclusion of dances and rhythmical forms in physical training lessons at primary school level. The research field was pupil´s relation to doing exercise accompanied by music. The resource file was 158 pupils of the second class of primary schools in České Budějovice. The research method was a questionnaire. The results file confirmed the presumption that the inclusion of rhythmical forms in physical education is not frequent, although the rhythmical forms are included in curriculum. The results were different in each school and even in each class. The research proved that only a half of pupils is a member of some physical, sport or dance interst group. This graduation thesis shortly reffered to the use of music accompaniment in education.
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KOPECKÁ, Linda. "Rozvoj kulturních potřeb, výchova ke vkusu a možnosti motivace v rámci PVČ (mladší školní věk)." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-49476.
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My final thesis describes ways of development of cultural properity, trainings of mind and possibilities of motivation in frame pedagogy free time specialized on a Primary School. Theoretical part contains and explains terms culture, palate (taste), elegance, arts, motivation and free time. Also specify primary school education, creative discourse, in this period and shows the use plastic art in public nursery like one of the key options of spending free time. Practical part focus on a project of plastic arts divided into creative activities realized in the public nursery of the pupils of primary school. Each activity containt detailed motivation, described procedure, conclusion and evaluation of children. This part contains also relationships and dependences between all cultural subjects such as arts, dramatization, music, and gymnastics. Explain as well the structure, application for needs of primary school. Particularity of the work of children in the age of primary school is creativity, spontaneity, unprompted action, enthusiasm, positive stance. When the children are properly instructed they cooperate with their equal, tolerate them and are very help full to each other.
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Grižáková, Zdeňka. "Motivace dětí mladšího školního věku ke sportovním aktivitám." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372536.
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This thesis focuses on the motivation of pupils attending primary school towards the sports activities. The work is divided into theoretical and research section. The theoretical part explains the concepts related to the thesis itself, especially the concepts of leisure activities, physical activities and the concept of sport. Furthermore, the theoretical part is focused on the developmental stages of personalities, the concepts of motivations, incentives, needs, rewards and motivational structure of sportsmen. The aim of the research part of this thesis was to determine the current state of motivation of the pupils attending primary school towards the sports activities. To accomplish this aim, a method of questionnaire survey was used. The research section also deals with the relationships among the monitored variables in the survey. The results of this work provide new information about motivation of children towards sports activities.
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Sehnoutková, Adéla. "Hodnocení slovní zásoby u dětí se sluchovým postižením ve školním věku." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397300.
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This thesis deals with observing differences in vocabulary in sign language with hearing impaired kids at school age who visit elementary school for hearing impaired. This work is divided between two parts, theoretical and practical. This part is divided into three chapters. First chapter deals with the importance of hearing and classification of the hearing impairment and diagnostics. In this thesis is also included speech development of hearing impaired children and hearing children. Next part also contains of specific features occurring in speech of the hearing impaired people. It includes a list of tests which can be used to evaluate vocabulary with children. The last chapter of the theoretical part describes the development of the child during school age. The theoretical part deals with vocabulary in sign language of children with hearing impairment at primary school for the hearing impaired. The research is processed in qualitative form and the main goal of the thesis is to see what differences can be observed in vocabulary of children with hearing impairment and verify whether the selected test material is suitable for working with these children. The test material could be a guidance for people how to work with these children while verifying their vocabulary knowledge KEY WORDS hearing...