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Academic literature on the topic 'Asthmatic primary school children'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Asthmatic primary school children"

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Elnady, Hala G., Lobna S. Sherif, Rania N. Sabry, Dina Abu Zeid, Hanan Atta, Amal I. Hassanain, Walaa A. Fouad, Thanaa Rabah, and Ayman A. Gobarah. "Relation of Asthma Control with Quality of Life among a Sample of Egyptian Asthmatic School Children." Open Access Macedonian Journal of Medical Sciences 7, no. 17 (August 13, 2019): 2780–85. http://dx.doi.org/10.3889/oamjms.2019.649.

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BACKGROUND: Asthma is considered a chronic health illness that not only resulted in physical symptoms but also emotional effects. It is; therefore, so important to assess the quality of life of asthmatic patients besides their level of disease control. AIM: To determine the correlation of asthma control with the health-related quality of life (HRQOL) of asthmatic children in Egypt. METHODS: One hundred and twenty-eight asthmatic Egyptian children were enrolled in the study. They were subjected to asthma severity grading, asthma control questionnaire (ACQ) and pediatric asthma quality of life questionnaire (PAQLQ). Studied cases were taken from 6 primary and preparatory schools, Giza governorate. RESULTS: The mean child control score was significantly higher in not well-controlled asthmatics compared to well-controlled asthmatics (p < 0.005). The not well controlled asthmatic children showed significantly lower activity limitation score, symptoms score, and overall asthmatic score compared to controlled asthmatic children (p < 0.05). The severity of asthma shows significant positive correlation with symptoms score, emotional function score and overall asthmatic score (p < 0.05). CONCLUSION: The quality of life for the asthmatic children is strongly correlated with the level of asthma control and severity.
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Pitstick, Claire. "Asthma knowledge among primary and secondary school teachers in rural northern Costa Rica." UNED Research Journal 7, no. 1 (June 5, 2015): 25–32. http://dx.doi.org/10.22458/urj.v7i1.858.

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Asthma is a chronic inflammatory disease of the airways. It is very common among children and is a major cause for emergency room visits and missed school days. Costa Rica has one of the highestrates of childhood asthma in the world; so it is important for teachers to know how to prevent and treat asthma attacks in the classroom. Since schools in rural Costa Rica had not yet been studied, teachers were sampled from six schools in Venecia and Aguas Zarcas, San Carlos. During March and April 2014, 185 asthma questionnaires were collected.Among these teachers, 51% were aware of asthmatic students in their classes, and 19% recalled witnessing an asthma attack in the classroom. Interest in asthma training was high among 85% of the teachers,and the preferred format was a lecture or workshop. Greater asthma knowledge was significantly related to living with an asthmatic person (p=0,014), but not with being asthmatic, having asthmatic students,witnessing an asthma attack in the classroom, sex, age, education level, or teaching experience. Greater interest in asthma training was related to awareness of asthmatic students (p=0,031), prior experience with an asthma attack in the classroom (p=0,033), and greater asthma knowledge (p=0,022). Primary school teachers were more likely to be aware of asthmatic students in their classes compared to secondary school teachers (p=0,002)
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SMITS, A. J., E. HAK, W. A. B. STALMAN, G. A. VAN ESSEN, A. W. HOES, and Th J. M. VERHEIJ. "Clinical effectiveness of conventional influenza vaccination in asthmatic children." Epidemiology and Infection 128, no. 2 (April 2002): 205–11. http://dx.doi.org/10.1017/s0950268801006574.

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Influenza immunization rates among young asthmatics remain unsatisfactory due to persistent concern about the impact of influenza and the benefits of the vaccine. We assessed the effectiveness of the conventional inactivated trivalent sub-unit influenza vaccine in reducing acute respiratory disease in asthmatic children. We conducted a two-season retrospective cohort study covering the 1995–6 and 1996–7 influenza outbreaks in 22 computerized primary care practices in the Netherlands. In total, 349 patients aged between 0 and 12 years meeting clinical asthma-criteria were included; 14 children were lost to follow-up in the second season. The occurrence of physician-diagnosed acute respiratory disease episodes including influenza-like illness, pneumonia, bronchitis, bronchiolitis, asthma exacerbation and acute otitis media in vaccinated and unvaccinated children were compared after adjustments for age, prior health care and medication use. The occurrence of acute respiratory disease in unvaccinated children was 28% and 24% in the 1995–6 and 1996–7 season, respectively, and was highest in children under 6 years of age (43%). The overall pooled clinical vaccine effectiveness was 27% (95% confidence interval −7 to 51%, P = 0·11) after adjustments. A statistically higher vaccine protectiveness of 55% (95% CI 20–75%, P = 0·01) was observed among asthmatics under 6 years of age compared with −5% in older children (95% CI −81 to 39%). The occurrence of acute respiratory disease among asthmatic children during influenza epidemics is very high, notably in the youngest. Influenza vaccination may reduce morbidity in asthmatic infants and pre-school children. However, larger, preferably experimental, studies are needed to establish the benefits of vaccination, notably in older asthmatic children.
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R. M. Salih, Muhannad, Arwa Y. Abd, and Hayder Adnan Fawzi. "Awareness of asthma and its management in primary school teachers in Baghdad, Iraq." F1000Research 11 (September 26, 2022): 367. http://dx.doi.org/10.12688/f1000research.73495.2.

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Background: Asthma is a major global health issue characterized by chronic airway inflammation. It is linked to a high disease burden and disproportionately high healthcare utilization in severe, uncontrolled cases compared to non-severe asthma. We aimed to conduct this survey among primary school teachers in Baghdad, Iraq, to assess their level of knowledge about asthma and confidence in managing school children with asthma. Methods: This was a cross-sectional study conducted in Baghdad. The study adopted a questionnaire for assessing the asthma knowledge and confidence scores regarding the management of asthmatic children. This questionnaire contained 29-multiple true-false questions based on different aspects, including facts about asthma and the management of asthma by teachers. The questionnaire for testing teachers’ knowledge of asthma and confidence scores regarding the management of asthmatic children was distributed to 150 teachers. Results: The questionnaire was completed by 103 teachers.. Approximately 71% of teachers answered the question ‘What are the three main symptoms of asthma?’ correctly i.e., answering either one symptom (35.9%) or two symptoms (35.9%) correctly. A relatively smaller number of teachers (16.5%) mentioned all three symptoms correctly. Across the 29-multiple true-false questions, more than 75% of teachers answered 11 questions correctly, 50-74% of teachers answered the rest of eight questions appropriately, and <50% of teachers answered the remaining 10 questions properly. The statistical evaluation indicated that the mean total knowledge score about asthma for all the teachers was 20.27 ± 2.97 and the mean total confidence score regarding the management of asthmatic children was 72.44 ± 13.61. Conclusions: This study suggests that teachers from the schools in Baghdad appear to be self-confident in their ability and knowledge to help and manage children with asthma.
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R. M. Salih, Muhannad, Arwa Y. Abd, and Hayder Adnan Fawzi. "Awareness of asthma and its management in primary school teachers in Baghdad, Iraq." F1000Research 11 (March 30, 2022): 367. http://dx.doi.org/10.12688/f1000research.73495.1.

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Background: Asthma is a major global health issue characterized by chronic airway inflammation. It is linked to a high disease burden and disproportionately high healthcare utilization in severe, uncontrolled cases compared to non-severe asthma. We aimed to conduct this survey among primary school teachers in Baghdad, Iraq, to assess their level of knowledge about asthma and confidence in managing school children with asthma. Methods: This was a prospective cross-sectional study conducted in the Karkh and Rusafa areas of Baghdad. The study adopted a questionnaire for assessing the asthma knowledge and confidence scores regarding the management of asthmatic children. This questionnaire contained 29-multiple true-false questions based on different aspects, including facts about asthma and the management of asthma by teachers. Results: The questionnaire for testing teachers’ knowledge of asthma and confidence scores regarding the management of asthmatic children was distributed to 150 teachers. 103 (68%) teachers completed the questionnaire fully. Approximately 71% of teachers answered the question ‘What are the three main symptoms of asthma?’ correctly i.e., answering either one symptom (35.9%) or two symptoms (35.9%) correctly. A relatively smaller number of teachers (16.5%) mentioned all three symptoms correctly. Across the 29-multiple true-false questions, more than 75% of teachers answered 11 questions correctly, 50-74% of teachers answered the rest of eight questions appropriately, and <50% of teachers answered the remaining 10 questions properly. The statistical evaluation indicated that the mean total knowledge score about asthma for all the teachers was 20.27 ± 2.97 and the mean total confidence score regarding the management of asthmatic children was 72.44 ± 13.61. Conclusions: This study suggests that teachers from the schools in Karkh and Rusafa areas of Baghdad appear to be self-confident in their ability and knowledge to help and manage children with asthma.
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Kawafha, Mariam M. "Ability of School Teachers to Manage Asthmatic Attacks Among School Going Children in Jordan." Global Journal of Health Science 10, no. 5 (April 4, 2018): 55. http://dx.doi.org/10.5539/gjhs.v10n5p55.

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BACKGROUND: Chronic asthma has been characterized by recurrent episodes of wheezing and breathing. However, the frequency and severity of the disease vary from one person to another. PURPOSE: The study aims to assess the ability of school teachers for providing appropriate mediation for the students, who suffer asthmatic attack at school.DESIGN: The study has incorporated descriptive cross sectional quantitative research design to investigate the capability of school teachers in managing asthmatic attack among children. METHODS: Teachers from primary schools have been recruited by using cluster random sample, and a structured questionnaire has been used for data collection. The data acquired from the questionnaire was analyzed using SPSS version 20.0.RESULTS: The results showed that the teachers lack awareness about asthma and unable to manage students with asthma. None of the teachers had received educational conference or workshop about asthma.CONCLUSION: The study has concluded that the level of knowledge of school teachers regarding asthma is limited and not satisfactory; and teachers are also unable to take care for students with asthma.
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Zakaria, Junaidah, Zailina Hashim, Lye Munn Sann, and Saidi Moin. "Impact of Air Pollution on Respiratory Health of Asthmatic Primary School Children." Epidemiology 22 (January 2011): S274—S275. http://dx.doi.org/10.1097/01.ede.0000392541.64870.e4.

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Lipworth, Brian J., Kaninika Basu, Helen P. Donald, Roger Tavendale, Donald F. Macgregor, Simon A. Ogston, Colin N. A. Palmer, and Somnath Mukhopadhyay. "Tailored second-line therapy in asthmatic children with the Arg16 genotype." Clinical Science 124, no. 8 (January 8, 2013): 521–28. http://dx.doi.org/10.1042/cs20120528.

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The Arg16 β2 receptor genotype confers increased susceptibility to exacerbations in asthmatic children taking regular LABA (long-acting β2 agonists). We therefore evaluated using montelukast as an alternative to salmeterol as tailored second-line asthma controller therapy in children expressing this susceptible genotype. A total of 62 persistent asthmatic children with the homozygous Arg16 genotype were randomized to receive salmeterol (50 μg, b.i.d.) or montelukast (5 or 10 mg, once daily) as an add-on to inhaled fluticasone for 1 year. School absences (the primary outcome) were reduced with montelukast compared with salmeterol {difference in score=−0.40 [95% CI (confidence interval), −0.22 to −0.58]; P=0.005}. Salbutamol use was also reduced with montelukast compared with salmeterol [difference in score=−0.47 (95% CI, −0.16 to −0.79); P<0.0001]. Greater improvements occurred in both symptom and quality of life scores with montelukast against salmeterol, whereas there was no difference in FEV1 (forced expiratory volume in 1 s). In conclusion, montelukast may be suitable as tailored second-line controller therapy instead of salmeterol in asthmatic children expressing the susceptible Arg16 genotype, a move towards a personalized medicine approach to management.
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P. "Asthma Severity and Environmental Health Risk Factor among Asthmatic Primary School Children in the Selected Areas." American Journal of Applied Sciences 9, no. 10 (October 1, 2012): 1553–60. http://dx.doi.org/10.3844/ajassp.2012.1553.1560.

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Janks, Michaela, Sara Cooke, Aimee Odedra, Harkeet Kang, Michelle Bellman, and Rachel E. Jordan. "Factors Affecting Acceptance and Intention to Receive Pandemic Influenza A H1N1 Vaccine among Primary School Children: A Cross-Sectional Study in Birmingham, UK." Influenza Research and Treatment 2012 (October 17, 2012): 1–10. http://dx.doi.org/10.1155/2012/182565.

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UK pandemic influenza strategy focused on vaccination of high risk groups, although evidence shows that school-age children have the highest infection rates. Vaccination of children might be an additional strategy. We undertook a cross-sectional study amongst 149 parents of primary school children aged 4–7 years in Birmingham, UK to quantify intention to accept pandemic influenza vaccine and identify factors affecting uptake. Ninety-one (61.1%, 95% CI 52.8, 68.9) had or would accept vaccine for their child. The most common reasons for declining vaccine were concerns about safety (58.6% reported this), side effects (55.2%), or believing their child had already had swine flu (12.1%). Parents of nonwhite ethnicity (OR 2.4 (1.1, 5.0)) and with asthmatic children (OR 6.6 (1.4, 32.1)) were significantly more likely to accept pandemic vaccine, as were those whose children had ever received seasonal vaccine and those who believed swine flu to be a serious threat (OR 4.2 (1.9, 9.1)). Parents would be more likely to accept vaccination if they received a letter of invite, if the government strongly encouraged them, if it were administered at school, and if it were more thoroughly tested. Accurate media portrayal of safety of the vaccine during future pandemics will be essential.
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Dissertations / Theses on the topic "Asthmatic primary school children"

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Gatenby, Lisa Ann. "Nutrient intakes of primary school children." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:761.

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Background In April 2004 Hull City Council introduced free healthy school meals for all primary and special school pupils (approximately 20,500 children from 71 primary schools and 6 special schools) in an attempt to reduce health and education inequalities. The meals were prepared to meet the Caroline Walker Trust (CWT) nutritional guidelines for primary schools. This study was carried out to assess the nutritional content of the meals and children’s actual intake from school dinners in comparison to children’s nutritional intake from packed lunches. The study then aimed to assess how food intake at lunch time impacted upon food consumed for the remainder of the day. Methods Children were recruited onto the study from two schools in Hull. The schools were selected by the number of pupils on roll and the number of children eligible for free school meals. The first phase of research assessing lunch consumption was conducted with 147 children, aged 8 – 11 years. School meals and packed lunches were weighed and photographed before and after consumption to assess actual intakes. The second phase assessed total daily food and nutrient intakes in a small sample of 20 children. All assessments were carried out over five consecutive days. Results The food provided by the schools for lunch met the majority of the CWT nutritional guidelines, however children’s intake did not. Children who ate a hot school dinner consumed only the foods they liked from the school meals provided leading to a low energy and nutrient intake. Large differences, for example 367kcal in comparison to 760kcal, in nutritional intakes were found between those children who ate a hot school dinner and those who ate a packed lunch. Children who consumed a packed lunch consumed significantly (p less than 0.05) more energy, fat, saturated fat, non-milk extrinsic (NME) sugar and sodium than children who ate a hot school dinner, but with this consumed more micronutrients. However, neither of the groups of children met the CWT guidelines for lunch time micronutrient intakes. The food diary analysis revealed that those children who ate a hot school dinner went on to consume food high in energy, fat, saturated fat, NME sugar and sodium later in the day. The significant differences in nutrient intakes between the hot dinner and packed lunch groups at lunch time disappeared when total daily intakes were compared. Differences were found between the children’s nutritional intake from the two schools, which may be due to socio economic factors. Conclusion The free healthy school dinners were not having the desired effect of improving children’s nutritional intake, children chose to eat the foods they liked and left the rest. Children who ate a free healthy school dinner went on to consume foods high in energy, fat, NME sugar and sodium later in the day and overall did not have a lower intake of these macronutrients than those children who had a packed lunch.
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Holt, Louise. "(Dis)abling children in primary school spaces." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/10900.

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This thesis examines how children are discursively (re)constructed as (dis)abled through mundane practices within mainstream primary schools, drawing upon in-depth qualitative research. Schools are conceptualised as porous local expressions of the education institution which comprise functionally specific micro-spaces (e.g. classrooms and playgrounds). Schools are viewed as a site of cultural conflict and contestation, between children and adults, who are unequally positioned in terms of power. It is revealed that within school (micro-)spaces varying expectations are placed upon children and adults which encourage particular practices. Actors within the school can contest, resist and potentially transform these 'rules', which are inherently unstable. Due to unequal relationships between children and adults within schools, it is also demonstrated that children are perceived as adults' 'becomings', with childhood viewed as a series of fixed stages of development. The organisation of children in schools reflects this discourse. However, it is also shown that conceptualisations of the 'normally developing child' are socio-spatially shifting, hence there is a variance of the 'norm' by which schools and school micro-spaces are designed. It is argued that the idea of a 'norm' of childhood development is a problematic social construct, given it is shown to conceal the diversity of children's capacities. Consequently, the education institution can be seen to be divided into general and special components, with the Special Educational Needs (SEN) institution diagnosing and treating children who fall outside of (and typically below) 'norms' of development, through an educational medical model of disability. This model is a subset of the individual tragedy model of disability (cf. Oliver, 1993a), representing disability as an 'individual pathology' and emphasising educational or medical intervention and cure. The SEN institution operates heterogeneously through porous school spaces, emphasising that (dis )ability is a sociospatially shifting construct, and this disrupts conceptualisations of disability as an essential, fixed identity positioning.
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Foster, Emma. "Assessing dietary intake in primary school children." Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/555.

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The foods we eat in childhood impact on health in adult life. With the increasing incidence of diet related diseases such as non insulin dependent diabetes and cancer it is important that food intakes are monitored. Further in order to assess the effectiveness of health promotion initiatives methods of assessing intake are required which are both accurate and sensitive enough to detect changes in diet. If nutrient intakes are of interest these methods must include a measure or estimate of the amount of food consumed. Weighing foods imposes a large burden on the subject, may not be practical or possible in some sub-sections of populations e. g. children, and often results in underreporting. The purpose of this work was to develop methods for assessing dietary intake in 4 to 11 year olds; to assess the relative validity of these methods; to utilise the methods to assess the effectiveness of a dietary intervention and to assess the validity of current methods of assessing portion size for use with children. Two methods of assessing dietary intake were developed and pilot tested with children aged 4 to 11 years old. A food record designed to measure frequency of fruit and vegetable intake and a food diary with interview using food photographs to measure nutrient intake. Following refinement the methods were used to assess the effectiveness of a fruit and vegetable intervention. In a further study the validity of adult food photographs and food models in estimating portion size with children was assessed in an interview where children were shown known weights of foods. The food record and food diary were successful in detecting changes in intake of fruit and vegetables as a result of the intervention. The food record was found to be difficult to complete and was accurate in measuring fruit and vegetable intakes only at the group level. Accuracy of chi ' ldren's estimates of portion size were poor, children significantly overestimated food portion sizes on average using both the food photographs and the food models. The precision of children's estimates of portion size was also poor with a large range of over- and underestimates of portion size using both the food models and the food photographs.
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Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.

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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
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Roberts, B. Lynne. "Very low birthweight children in primary school." Thesis, University of Liverpool, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317215.

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Ang, Joy S. "Occupational awareness of Singapore primary school children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/847.

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The introduction of career guidance programmes in Singapore schools had tended to predominantly focus on secondary pupils. The lack of proactive career guidance programmes for the primary school had been due to the misguided belief that children in the primary school still have an extremely long way to go before they enter the workforce, and that their career development had not yet begun. Studies have shown that children have a natural tendency to form firm impressions of occupations early in life. This has resulted in their adopting certain occupations and discarding others before they have fully explored and understood the variety of occupations available. The need for young primary school children - as future entrants to the workforce -- to keep their occupational options open is paramount given the ever-changing landscape of the future work world.
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Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.

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Cheng, Chi-hong. "Aerobic fitness in Southern Chinese primary school children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37386700.

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Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.

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Mytton, Julie Ann. "Epidemiology of injuries in primary school aged children." Thesis, University of the West of England, Bristol, 2011. http://eprints.uwe.ac.uk/20897/.

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Background Injuries remain one of the leading causes of death and disability for children over the age of one year in the UK and socioeconomic differences persist in injury occurrence. Policy makers need to understand the distribution of injuries and their associated risk factors to address the issue. This thesis aims to summarise the evidence from cohort studies of injury occurrence and risk factors for injury in school aged children, to describe the injuries occurring to primary school aged children in an area of England, and to explore the relationship between secondary care attended injuries in those children and risk factors in the child, their family, their home and their neighbourhood. Methods A systematic literature review of cohort studies reporting injuries in school- aged children was undertaken. Data on injuries and risk factors was used from the Avon Longitudinal Study of Parents and Children (ALSPAC). Parent reported injury data collected four times between the ages of five and 11 years were coded and described. Multivariable logistic regression analyses of risk factors for secondary care attended injury were undertaken on the observed data and repeated on a dataset where missing values had been imputed. Results The review identified 44 papers from 18 cohort studies. Risk factors for injury were identified, and equivalent variables from ALSPAC included in analyses where possible. The distribution of 12,421 injury events in 5752 children in ALSPAC illustrated trends in injuries by type of injury, age and sex. Child factors such as male sex, having a previous injury treated in secondary care and behavioural problems were associated with increased risk of injury. Mothers with many life events and children living in privately rented accommodation had increased risks of injury. Children with two or more younger siblings had reduced risks of injury. Conclusions Few cohort studies have reported trends in child injury with age, collected information on the child's environment or reported associations between the environment and injury. This study addressed these issues. Limited evidence of environmental predictors for child injury were found, but factors in the child, their family and their home may usefully inform prevention initiatives.
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Books on the topic "Asthmatic primary school children"

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Robinson, E. A. Parental attitudes to self-medication by their asthmatic children in the primary school. Birmingham: Universityof Central England in Birmingham, 1993.

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Mauthner, Melanie. Children and food at primary school. London: Social Science Research Unit, 1993.

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Hayden, Carol. Primary age children excluded from school. Portsmouth: SSRIU, 1996.

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Pervaiz, Seema. Developmental tasks for primary school age children. Islamabad: National Institute of Psychology, Centre of Excellence, Quaid-i Azam University, 1990.

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Fraser, Douglas. A guide for parents of children at primary school. (Dundee): SCCC, 1993.

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David, Galloway. Primary school teaching and educational psychology. London: Longman, 1991.

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Ron, Morton, and Lloyd John 1950-, eds. The Health-promoting primary school. London: D. Fulton Publishers, 1994.

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Wignall, Daria. Dance in the primary school. Wheathampstead: Hertfordshire Education Services, 1995.

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McCreery, Elaine. Worship in the primary school. London: D. Fulton Publishers, in association with the Roehampton Institute, 1993.

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Vieyra-King, Melissa. Forgotten children: The future of the primary school. Isando: Centaur Publications in association with the Independent Examinations Board, 1994.

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Book chapters on the topic "Asthmatic primary school children"

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Stokell, Kathy, Diane Swift, and Babs Anderson. "P4C in the primary school." In Philosophy for Children, 66–71. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-7.

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Jackson, Margaret. "Making Sense of School." In Children and their Primary Schools, 74–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315863672-6.

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Hockley, Nicole, and Mark Barden. "Empowering Children to Prevent Violence." In School Violence and Primary Prevention, 709–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13134-9_28.

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Bhana, Deevia. "Children Are Children: Gender Doesn’t Matter?" In Gender and Childhood Sexuality in Primary School, 25–43. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_2.

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Hutchinson, Nicky, and Chris Calland. "Body image in children." In Body Image in the Primary School, 5–13. Second edition. | Abingdon, Oxon ; New York : Routledge, [2020]: Routledge, 2019. http://dx.doi.org/10.4324/9780429198694-2.

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Payler, Jane, and Mary Scanlan. "Looking at Children." In Learning to Teach in the Primary School, 49–65. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-7.

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Chan, Anita. "Political Education and Character Formation in Primary School." In Children of Mao, 11–51. London: Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07317-7_2.

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Sluckin, Andy. "The Culture of the Primary School Playground." In Children and their Primary Schools, 150–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315863672-11.

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Davies, Bronwyn. "The Accomplishment of Genderedness in Pre-School Children." In Children and their Primary Schools, 42–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315863672-4.

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Farmer, Annie. "Sexual Exploitation, Abuse, and Trafficking of School-Aged Children." In School Violence and Primary Prevention, 231–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13134-9_9.

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Conference papers on the topic "Asthmatic primary school children"

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Zeidan, Aseel, Atqah AbdulWahab, Tony Avades, and Prem Chandra. "Serum zinc level in asthmatic and healthy school children." In Annual Congress 2015. European Respiratory Society, 2015. http://dx.doi.org/10.1183/13993003.congress-2015.pa3651.

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Semenova, I. "Teaching optics to primary school children." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207779.

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Papancheva, Rumyana, and Maria Dishkova. "ONLINE TOLERANCE AMONG PRIMARY SCHOOL CHILDREN." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1563.

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Shanginova, G. A. "ENVIRONMENTAL KNOWLEDGE OF PRIMARY SCHOOL CHILDREN." In Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-100.

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The article is devoted to the results of a survey of primary school students conducted in Ulan-Ude. The survey revealed the average level of environmental culture of students, which does not meet the requirements of the Federal state educational system of primary General education (grades 1–4).
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Gainutdinova, Zulfiia Irekovna. "Environmental Education of Primary School Children." In International Research-to-practice conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552752.

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Fisenko, Tetiana, Radmila Segol, Oksana Baliun, and Olviia Husak. "MEDIA LITERACY FOR PRIMARY SCHOOL CHILDREN." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0927.

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Shafiek, Hanaa, Noha Fawzy, and Mahmoud Ibrahim Mahmoud. "Prevalence of obstructive sleep apnea in asthmatic school-aged children." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa2497.

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Engelkes, Marjolein, Hettie Janssens, Johan De Jongste, Miriam Sturkenboom, and Katia Verhamme. "Adherence to inhaled corticosteroids in asthmatic children in Dutch primary care." In Annual Congress 2015. European Respiratory Society, 2015. http://dx.doi.org/10.1183/13993003.congress-2015.pa1275.

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Tsarava, Katerina, Manuel Ninaus, Tereza Hannemann, Kristina Volná, Korbinian Moeller, and Cyril Brom. "Teaching primary school children about computer viruses." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421660.

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Garzotto, Franca, Eleonora Beccaluva, Mattia Gianotti, and Fabiano Riccardi. "Interactive Multisensory Environments for Primary School Children." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376343.

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Reports on the topic "Asthmatic primary school children"

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Marcus, Jan, Thomas Siedler, and Nicolas Ziebarth. The Long-Run Effects of Sports Club Vouchers for Primary School Children. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28819.

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Dijkstra, Coosje, Sandra van der Haar, Geertje van Bergen, Ellen van Kleef, and Monique Vingerhoeds. Exploring the effects of a healthy school lunch on cognitive performance in Dutch primary school children within the Healthy School Lunch project. Wageningen: Wageningen Food & Biobased Research, 2020. http://dx.doi.org/10.18174/519945.

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Hannah, Elizabeth F. S., and Sharon Tonner. Exploring the use of The Learning Cloud to enhance literacy development of primary school children. University of Dundee, January 2016. http://dx.doi.org/10.20933/10000102.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Penman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh, and Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.

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Review question / Objective: The current review aims to describe the literature on the relationship between local sleep and attentional lapses in neurotypical children or children with ADHD and how this can be applied to inform our understanding of poor attention under conditions of low arousal and increased sleep pressure. The main/primary question is, what is known from the existing literature about the relationship between local sleep and attentional lapses in children? In answering this primary question, we also want to know under what conditions is local sleep occurring? For example, does local sleep occur more frequently with increased fatigue? Eligibility criteria: All papers identified must meet the following criteria for inclusion: the population is neurotypical children and children with ADHD aged between 6 and 12 years of age, published in English, full text available (where full-text is not available, authors will be contacted to request a copy of the paper). All time frames, types of sources (e.g. qualitative or quantitative research studies), geographic locations, cultural and sociodemographic contexts will be included. Review papers (i.e. systematic reviews, meta-analyses), papers with animal studies and clinical cohorts other than ADHD (e.g. autism, sleep disorders, acquired brain injuries etc.) will be excluded. As local sleep is defined as occurring during wakefulness, studies with participants who are asleep will also be excluded.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Huq, Aurin. The Impact of Covid-19 on the Education of School Children in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.003.

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This Research Briefing summarises priority areas for future research and key stakeholders with whom to engage, as identified in the scoping paper "The Impact of Covid-19 on the Education of Primary and Secondary School Children in Bangladesh" by Marjan Hossain and Dr Khandker Wahedur Rahman from the BRAC Institute of Governance and Development (BIGD). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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