Relevant bibliographies by topics / Primary school children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary school children'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Primary school children"

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Ojha, Mohit, Satish Kumar, and Aparna Nandurkar. "Hearing Screening in Primary School Children: An Overview." International Journal Of Community Health And Medical Research 2, no. 2 (June 20, 2106): 23–31. http://dx.doi.org/10.21276/ijchmr.2016.2.2.04.

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MAIER, Roxana, Ioana GOLU, and Alina MARIAN. "EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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Gage, Ryan, William Leung, James Stanley, Anthony Reeder, Christina Mackay, Moira Smith, Michelle Barr, Tim Chambers, and Louise Signal. "Sun Protection Among New Zealand Primary School Children." Health Education & Behavior 45, no. 5 (December 3, 2017): 800–807. http://dx.doi.org/10.1177/1090198117741943.

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Schools are an important setting for raising skin cancer prevention awareness and encouraging sun protection. We assessed the clothes worn and shade used by 1,278 children in eight schools in the Wellington region of New Zealand. These children were photographed for the Kids’Cam project between September 2014 and March 2015 during school lunch breaks. Children’s mean clothing coverage (expressed as a percentage of body area covered) was calculated. Data on school sun-safety policies were obtained via telephone. Mean total body clothing coverage was 70.3% (95% confidence interval = 66.3%, 73.8%). Body regions with the lowest mean coverage were the head (15.4% coverage), neck (36.1% coverage), lower arms (46.1% coverage), hands (5.3% coverage), and calves (30.1% coverage). Children from schools with hats as part of the school uniform were significantly more likely to wear a hat (52.2%) than children from schools without a school hat (2.7%). Most children (78.4%) were not under the cover of shade. Our findings suggest that New Zealand children are not sufficiently protected from the sun at school. Schools should consider comprehensive approaches to improve sun protection, such as the provision of school hats, sun-protective uniforms, and the construction of effective shade.
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Aulia, Farah. "Bullying experience in primary school children." SCHOULID: Indonesian Journal of School Counseling 1, no. 1 (December 31, 2016): 28. http://dx.doi.org/10.23916/schoulid.v1i1.37.28-32.

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Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.
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Özbiler, Şerife. "Perceived Maternal Acceptance Rejection And Control On Primary School Children." International Journal of Psychology and Educational Studies 3, no. 3 (September 1, 2016): 31–43. http://dx.doi.org/10.17220/ijpes.2016.03.004.

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Ong, Li Hui, Siok Khoon Soh, Shu-Jun Ho, and May Yan Melissa Yeong. "Primary-School Teachers’ Expectations of Handwriting Skills in Primary-School Children." American Journal of Occupational Therapy 73, no. 4_Supplement_1 (August 1, 2019): 7311505212p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po8036.

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Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, Аhrоrjоn Rаhmаtjоnzоdа, and Xursanova Zilola. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 208–12. http://dx.doi.org/10.55640/eijmrms-02-11-47.

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Most of the study of attitudes towards mathematics involved older children and adults. Checking the early development of attitudes towards mathematics is of particular importance in order to understand the relationship between them and real indicators and, if possible, to prevent the development of a strong negative attitude.
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ERYILMAZ, Ali, Hacer YILDIRIM-KURTULUŞ, and Gülgün UZUN. "İlkokul ve Ortaokula Devam Eden Çocukların Yaşadıkları Kaygıya Yönelik Çok Boyutlu Müdahale Yaklaşım." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 1104–27. http://dx.doi.org/10.14812/cuefd.1022470.

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The study aimed to examine the effects of the multidimensional intervention program on the anxiety levels of primary and middle school children. Designed according to a 2x2 pattern on two different experimental and control groups, this research attempted to determine the effectiveness of the children’s anxiety scores of different age groups participating in the Multidimensional Intervention Program. The independent variable of the research is the 10-week Multi-Dimensional Intervention Program applied only to the experimental groups between the pre-test and post-test measurements. The dependent variables of the study are the anxiety levels of the children attending primary and middle school. The experimental and control group of Study 1 consists of 10 boys and 10 girls in total, 20 children attending primary school. The age range of the children is between 9-10 years old. The experimental and control group of Study 2 consists of 9 boys and 11 girls, totally 20 children attending middle school. The age range of the children is between the ages of 10-11. According to the results of the research, it was seen that the multidimensional intervention program applied to anxiety was effective on the anxiety levels experienced by children.
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Sherpa, D. "Ocular morbidity among primary school children." Journal of Chitwan Medical College 4, no. 2 (July 30, 2014): 32–34. http://dx.doi.org/10.3126/jcmc.v4i2.10860.

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Knowledge of disease pattern in children can help design preventive and curative strategies. This study is conducted to determine the pattern of ocular morbidity among the primary school children. Children of primary school were included in this study. A complete eye examination was done in all children including loupe examination, refraction and Perkins tonometry. funduscopy were done in selected children. A total of 332 primary school children were included in the study, of which 332 children 99 (29.82 %) had ocular morbidity. Refractive error was the commonest type of ocular morbidity in 31 (9.33 %). Myopia was the commonest type of refractive error (84.77%) in contrast to hypermetropia (0.30 %). 27. Conjunctivitis was the second common type of ocular morbidity (17%). Among others, Convergence insufficiency in 17 children (5.12%), exodeviation in 10 children (3.01%), blepharitis in 5 children (1.5%), vitamin A deficiency in 5 children (1.50%), ocular trauma in 2 patients (0.60%) and stye in 2 children (0.60%) were found. Refractive error is the commonest form of ocular morbidity in primary school children. DOI: http://dx.doi.org/10.3126/jcmc.v4i2.10860 Journal of Chitwan Medical College 2014; 4(2): 32-34
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R, Rajesh, Amritha Thomas, Anju James, Josmy Sebastian, Juley Chacko, Neenu Ashok, Sandhya Sandhya, et al. "Assessment of Knowledge Regarding Learning Disabilities in Children Among Primary School Teachers." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 10, no. 2 (June 15, 2020): 48–51. http://dx.doi.org/10.58739/jcbs/v10i2.5.

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Background : Learning disability belongs to a heterogeneous group of disorders which exhibits with significant difficulties in acquiring and use of listening, speaking, reading, writing, reasoning or mathematical calculation. This condition broadly affects the scholastic and functional skills of the children. The Aim of this study is To know the level of understanding on learning disabilities in children among primary school teachers in R.L.Jalappa central school at Kolar. Setting and Design: A descriptive survey approach with non-experimental research design was adopted .The study was conducted on primary school teachers at R.L Jalappa central school, Tamaka, Kolar. Materials and Methods: The samples were chosen by using non-probability convenient sampling technique with the sample size of 30 primary school teachers. A structured knowledge questionnaire on learning disabil-ity with 35 items by using self- administration method. Statistical Analysis: The data was analyzed by using descriptive and inferential statistics like frequency, per-centage, mean, standard deviation and chi-square test. Results: Majority 14(46.6%) of the primary school teachers were in the age group of above 31-35 years and 19(63.3%) were female .Most of the primary school teachers 11(36.7%) were qualified with B.Sc, B.Ed; Regarding total years of experience as a teacher 12(40%) of them have less than 5 years of experience. In regard to level of knowledge; Out of 30 primary school teachers, 18(60%) of them had inadequate knowledge, 11(36.7%) had moderately adequate knowledge and 01(3.3%) of them had adequate knowledge. Conclusion : Since learning disabilities were accepted as a major problem in school going population in today’s world. The findings of the study suggested that there was a need for giving structured teaching programme as well as some training for the primary school teachers. Keywords: Learning disability, Knowledge, Primary School Teachers
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Dissertations / Theses on the topic "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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Soo, Wai-man. "Primary students' perception of bullying." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278928.

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Mok, Sau-fong. "Pastoral care in Hong Kong primary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755031.

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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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Books on the topic "Primary school children"

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

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

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McKeown, Wendy. Primary school children with Down's Syndrome in mainstream schools. [S.l: The author], 1997.

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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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Mohammad, Pervez, and Durrani Naeem, eds. Cognitive development in primary school children of Pakistan. Islamabad: National Institute of Psychology, Centre of Excellence, Quaid-i-Azam University, 1989.

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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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Ferguson, Christine. Primary school children and the world of drugs. Dublin: University College Dublin, 1996.

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Kelly, Noeleen. IT packages for children in the primary school. [s.l: The Author], 1999.

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Negotiating health: Children at home and primary school. London: Cassell, 1994.

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Book chapters on the topic "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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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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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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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 "Primary school children"

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Shevchenko, O. A., and O. S. Krasnikova. "MONITORING OF PHYSICAL FITNESS OF PRIMARY SCHOOL CHILDREN." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/70.

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The article describes the stages of monitoring the educational process of primary school children in the subject "Physical culture". The results of monitoring studies of children's physical fitness are presented. The results indicate gender-specific physical development of children of this age, and the assessment of their dynamics allows us to make certain adjustments purposefully.
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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, Md Arifuzzaman Khan, Laila Nur, Munmun Hossain, and Rafia Hossain. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health
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Chepurko, Iuliia Iuliia chepurko, and Sofiia Aleksandrovna Sokolenko. "Interpersonal conflicts of social orphans of primary school age." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-53603.

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The article deals with the actual problem of social orphanhood, education and training of children of primary school age in boarding schools. The authors reveal the specificity of conflict interpersonal interaction among children of primary school age. The research methods used were the analysis of scientific literature on the problem of research, comparative analysis, synthesis, generalization. As a result, a program of conflict training for children was developed. Prevention and resolution of interpersonal conflicts among social orphans of primary school age will help to prevent the increase of socially negative phenomena in society.
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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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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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Arafik, Muh, Harti Kartini, Arda Purnama Putra, Retno Tri Wulandari, and Ahmad Nurabadi. "The Implementation of School Literacy Movement for Children in Elementary School." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.050.

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Reports on the topic "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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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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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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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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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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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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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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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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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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