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Journal articles on the topic 'Primary school children'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

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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3

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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4

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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7

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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8

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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9

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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10

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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11

Valenčić Štembergar, Anja. "Attitudes of Primary School Teachers Towards Inclusion of Children with Special Needs in Mainstream Educational Programs in Primary School." Život i škola 67, no. 2 (December 27, 2021): 21–34. http://dx.doi.org/10.32903/zs.67.2.2.

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The article explores the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream educational programs in primary schools. The theoretical part discusses the requirements of the new school system imposed on teachers. The empirical part presents a study on the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream primary schools and on whether there are differences in attitudes between younger and older teachers. Descriptive and inferential methods of empirical pedagogical research were used in this paper. The data was collected through an online questionnaire filled out by primary school teachers across Slovenia. The study results showed that all teachers, regardless of age, feel that they are not sufficiently trained to work with children with special educational needs and disabilities (SEND). At the same time, they agree that they did not acquire enough skills during their undergraduate studies to work with these children. Furthermore, the teachers feel they do not have enough experience working with these children. At the same time, they agree that the children with SEND should be included in programs specifically tailored to their needs and not in mainstream primary school programs. Additionally, the results have shown that teachers think it is necessary to set different educational goals for children with SEND than for other students. The teachers feel that working with children with SEND means additional work. However, they think that the inclusion of children with SEND in mainstream educational programs is not assessed as problematic. They feel that other students are also specifically addressed in the class with children with SEND. However, older teachers than younger ones believe they did not acquire enough knowledge during their undergraduate studies.

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12

Tomilova, Svetlana Dmitrievna. "READING PRIORITIES OF PRIMARY SCHOOL CHILDREN." Pedagogical Education in Russia, no. 2 (2020): 127–34. http://dx.doi.org/10.26170/po20-02-15.

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13

Ahmed Elsayed, Sabah Mohamed, Nadia Hamed Frahat, and Wafaa Khalil Ibrahim. "Physical Abuse among Primary School Children." Egyptian Journal of Health Care 11, no. 1 (March 1, 2020): 191–204. http://dx.doi.org/10.21608/ejhc.2020.74779.

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14

Dishkova, Maria. "HELPING BEHAVIOR IN PRIMARY SCHOOL CHILDREN." Education and Technologies Journal 11, no. 1 (August 1, 2020): 72–77. http://dx.doi.org/10.26883/2010.201.2188.

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Helping behavior is a phenomenon that largely determines positive communication between people, because it is associated with the skills of empathy, compassion, conflict resolution, communication without aggression. Very interesting from a scientific point of view is the helping behavior in children, how it is formed and in which cases it manifests itself. A survey was conducted among primary school children in order to examine their attitudes to help their classmates. The topic has been a subject of scientific pedagogical interest for several years, but today it is especially relevant in the context of modern requirements for interpersonal communication.The results of the study will be analyzed in the report.

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15

Kerr, Catriona. "Vision screening of primary school children." Nursing Standard 12, no. 15 (December 17, 1997): 46–48. http://dx.doi.org/10.7748/ns.12.15.46.s52.

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16

Wilson, Amanda, Thomas Hainey, and Thomas M. Connolly. "Using Scratch with Primary School Children." International Journal of Game-Based Learning 3, no. 1 (January 2013): 93–109. http://dx.doi.org/10.4018/ijgbl.2013010107.

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Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

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Ferreira, Ana Maria, Vanda Clemente, David Gozal, Ana Gomes, Celsa Pissarra, Helena César, Isabel Coelho, Carlos F. Silva, and Maria Helena P. Azevedo. "Snoring in Portuguese Primary School Children." Pediatrics 106, no. 5 (November 1, 2000): e64-e64. http://dx.doi.org/10.1542/peds.106.5.e64.

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18

Orlova, Natalia V., and Мarya Kh Isenova. "INCULTURATION PRIMARY SCHOOL CHILDREN GENRE SLICE." International Journal “Speech Genres” 19, no. 3 (2018): 226–33. http://dx.doi.org/10.18500/2311-0740-2018-3-19-226-233.

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19

Nazli, Serap. "Career development in primary school children." Career Development International 12, no. 5 (August 7, 2007): 446–62. http://dx.doi.org/10.1108/13620430710773763.

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20

Lyon, C. C., B. Bellis, A. Norris, and P. V. Harrison. "Ultraviolet radiation and primary school children." British Journal of Dermatology 136, no. 5 (May 1997): 799–800. http://dx.doi.org/10.1111/j.1365-2133.1997.tb03681.x.

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21

Upadhyay, Vipul, John Mathai, and Peter W. Reed. "Primary school children: access to toilets." Acta Paediatrica 97, no. 11 (November 2008): 1546–49. http://dx.doi.org/10.1111/j.1651-2227.2008.00969.x.

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22

McClain, Elizabeth K. "Primary Care for School-Aged Children." Primary Care: Clinics in Office Practice 42, no. 1 (March 2015): xv—xvi. http://dx.doi.org/10.1016/j.pop.2014.10.002.

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23

Raihala, Carolin, and Greta Hansen. "Power stress in primary school children." Motivation and Emotion 43, no. 1 (August 23, 2018): 82–92. http://dx.doi.org/10.1007/s11031-018-9724-0.

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24

Bawazir, AmenAhmed, HasanMohamed Aljefri, OmerAbdullah Basurreh, and Faisel Yunus. "Nocturnal enuresis among primary school children." Saudi Journal of Kidney Diseases and Transplantation 24, no. 6 (2013): 1233. http://dx.doi.org/10.4103/1319-2442.121312.

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25

Tilston, C. H., K. Gregson, R. J. Neale, and C. J. Douglas. "Dietary Awareness of Primary School Children." British Food Journal 93, no. 6 (June 1991): 25–29. http://dx.doi.org/10.1108/eum0000000002348.

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Ejaz Ali Khan, Rana, and Toseef Azid. "Malnutrition in primary school‐age children." International Journal of Social Economics 38, no. 9 (August 2, 2011): 748–66. http://dx.doi.org/10.1108/03068291111157221.

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Daniels, Natasha, Colette Kelly, Michal Molcho, Jane Sixsmith, Molly Byrne, and Saoirse Nic Gabhainn. "Investigating active travel to primary school in Ireland." Health Education 114, no. 6 (September 30, 2014): 501–15. http://dx.doi.org/10.1108/he-08-2012-0045.

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Purpose – Active travel to school, by walking or cycling, can positively influence children's health and increase physical activity. The purpose of this paper is to investigate the context and promoters and barriers of active travel, and the required actions and actors that need to be involved to address each of these. Design/methodology/approach – Both quantitative and participative research methodologies were employed. The sample consisted of 73 children aged between 11 and 13 years from four primary schools in the West of Ireland. A self-completion questionnaire was followed by a participative protocol conducted with the class groups. Findings – Overall 30.1 per cent of children reported that they actively travelled to school. A greater proportion of children from urban and disadvantaged schools actively travelled. Proximity to the school was the most frequently reported promoter and barrier. The children identified many actors that need to be involved to eliminate the barriers and enact the promoters of active travel to school. They also highlighted the need for a multi-sectorial approach to improve active travel rates in Ireland. Originality/value – This study holds potential value in addressing the continued decline in active travel to school in Ireland as it shares a new perspective on the issue; that of the children. Adopting a participative approach allowed the children to participate in groups and develop the data themselves. The children confirmed that they have a relevant and valuable understanding of the process necessary to address active travel to school as a public health issue in Ireland.

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Ardelean, Denisa. "How Do Primary School Pupils Think? Syllogistic Reasoning in Primary School Children." Procedia - Social and Behavioral Sciences 203 (August 2015): 57–62. http://dx.doi.org/10.1016/j.sbspro.2015.08.259.

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Savchenko, D. V., E. G. Babich, and E. E. Sokolova. "Researching sensomotor functions lateral organization with hearing-impaired primary school age children." Contemporary problems of social work 1, no. 2 (June 30, 2015): 40–49. http://dx.doi.org/10.17922/2412-5466-2015-1-2-40-49.

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Yen, Dorothy A., Benedetta Cappellini, and Terry Dovey. "Primary school children's responses to food waste at school." British Food Journal 124, no. 13 (March 8, 2022): 109–25. http://dx.doi.org/10.1108/bfj-06-2021-0608.

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PurposeThis paper seeks to understand children’s responses to food waste in school by exploring children’s views on food waste and empowering them to discuss and develop their own solutions.Design/methodology/approachUsing creative problem-solving approach and photovoice technique, the authors conducted focus group discussions with 28 primary school children in the UK.FindingsChildren have a clear understanding of the consequences of food waste for individuals, society and the environment. They displayed negative emotions concerning food waste and responded positively to the possibility of food recycling. Their solutions to reduce food waste will require multiple stakeholder engagement, including self-regulation, peer-monitoring, teacher supervision and family support. However, rather than relying on intervention schemes that require significant adult involvement, children placed a heavy emphasis on self-regulation, playing an active role in addressing food waste in school.Originality/valueThis research extends previous understanding, by showing children as agentic consumers who can shape food waste solutions in school. These findings are of use to primary teachers and local education authorities, to aid children in developing their own solutions to reduce food waste in their own schools.

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Cooley, Dean, Rebecca Oakman, Lars McNaughton, and Todd Ryska. "Fundamental Movement Patterns in Tasmanian Primary School Children." Perceptual and Motor Skills 84, no. 1 (February 1997): 307–16. http://dx.doi.org/10.2466/pms.1997.84.1.307.

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Gross motor development, using the Test of Gross Motor Development was investigated in 7– and 10-yr.-old Tasmanian school children ( N = 574) to provide normative data for primary school children. The effects of daily physical education, time spent on physical education per week, schools with and without a trained physical educator, motor skill training programs, and their effects upon development of fundamental movement patterns was also investigated. Time spent on physical education instruction per week, significantly influenced Gross Motor Development scores in that the more time spent on physical education, the higher the score. Having a motor skill training program in the school was significant for 10-yr.-olds. A review of daily physical education with perhaps a goal of greater emphasis on manipulative control skills such as kicking, throwing, and striking should take place especially for girls, as their scores were significantly lower than those of boys.

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Sa'di, Imad. "An Attitudes to School Scale for Primary School Children." Research in Education 66, no. 1 (November 2001): 65–75. http://dx.doi.org/10.7227/rie.66.6.

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Abd El Menem Ahmed, Shimaa, Ebtisam Mohamed Abd Al-Aal, and Huda Abdallah Moursi. "Mothers’ Care regarding Primary School Children with Primary Headache." Journal of Nursing Science Benha University 2, no. 2 (July 1, 2021): 416–30. http://dx.doi.org/10.21608/jnsbu.2021.186512.

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34

Berns, T., and L. Klusell. "Computer Workplaces for Primary School Children - What about Ergonomics?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 30 (July 2000): 5–415. http://dx.doi.org/10.1177/154193120004403004.

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Computer related RSI before 20 years of age? This rather provocative question put focus on the increasing number of children and young people requiring treatment for muscular problems, particularly from the shoulder and arm region, problems that are related to the use of computer mouse and keyboard. The usage of computers has increased during the last years and particularly in the ages from 7 to 10. Young children are using computer in schools, in spare time activities outside schools and in the homes. The number of hours that children are using computers will most probably increase even further as many schools are prioritising investments in this area. The objectives with this study were to create a survey of computer work place design in the school environment and to evaluate this from an ergonomic and physical point of view, regarding the situation for both pupils and teachers. The study has pointed out that there is a limited ergonomic knowledge among teachers and other responsible people working in schools. This lack of awareness among the majority of teachers is affecting two different problems; firstly the physical strain children are exposed to when using computers due to bad workplace design and secondly it gives the children a lack of awareness of the importance of ergonomic aspects in workplace design. The saying “We do not train for school, we train for life” is very true, particularly in this case. To support teachers and other people in the schools, responsible for the use of and training with computers, a hand book, based on the outcome of the study, has been produced. The handbook contains headlines as Computer ergonomics in the school environment; To the teacher; To the student; Checklist and finally a short chapter: To you that only have the time to read two pages. The handbook should be distributed free of charge to all Swedish schools.

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O. John-Akinola, Yetunde, and Saoirse Nic Gabhainn. "Parental participation in primary schools; the views of parents and children." Health Education 114, no. 5 (July 29, 2014): 378–97. http://dx.doi.org/10.1108/he-09-2013-0047.

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Purpose – Parental participation is important for strengthening and sustaining the concept of school health promotion but little is written on the processes involved. The purpose of this paper is to assess Irish parents’ and pupils’ views on how parents take part, or would like to take part, in school life. Design/methodology/approach – The sample was recruited from nine primary schools, three Health Promoting Schools and six matched schools. Pupils aged nine to 13 years in the 4th, 5th and 6th class groups participated in the study. Parents of all participating pupils were also invited to take part in the study. Data were collected by self-completion questionnaire, comprising three closed and one open question. Findings – A total of 218 parents and 231 pupils participated. There was general agreement between parents and pupils on parental participation in school. Overall 40.6 per cent of parents and 43.2 per cent of pupils reported that parents frequently take part in school activities. A majority of both parents (79.5 per cent) and pupils (83.6 per cent), agreed that parents were encouraged to talk about things that concern their child in school, while 73.5 per cent of parents and 65.6 per cent of pupils reported that they were made to feel a part of child's school. Qualitative data from parents and pupils suggested similar ways in which parents can best take part in school. Some respondents suggested how schools could engage with parents but most responses provided examples of how parents could act directly to take part in school life. These direct actions included doing, helping with, and watching school activities such as sports, tours, music and cake sales. Originality/value – The findings illustrate the similarity of views of parents and pupils concerning parents’ participation in school life and suggest that children may have the potential to represent the voice of their parents in school when considering how to improve parental participation in schools.

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Agyapong, V., M. Migone, and B. Marckey. "Perception of Primary School Teachers About Asperger’s Syndrome." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71117-4.

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Objectives:To assess the knowledge and perception of primary school teachers about Asperger's Syndrome (AS).Methods:Structured questionnaires about AS were posted to 90 primary school principals for them to distribute to teachers in their schools.Results:343 completed questionnaires were returned by 54 principals giving a response rate of 60%. Of these, 49% of the teachers reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training whilst 58% said they had ever taught a child with AS. 90% said intense absorption in certain subjects was a feature of AS, 84% recognised lack of empathy and poor social interaction whilst 58%, 64% and 69.7% respectively recognised pedantic repetitive speech, clumsy or ill-coordinated movements or odd postures and poor non-verbal communication as features of AS. 71% said children with Asperger's Syndrome should be taught in mainstream classes. However, only 10.5% of the teachers believed that main stream schools in Ireland are adequately resourced to cater for children with AS. 87.2% said they saw the need for a closer collaboration between schools and psychiatric services in the management of children with AS whilst 96.2% said they would like to receive in-service training on the management of children with AS.Conclusion:Most primary school teachers recognise the features of AS and want schools to have greater collaboration with psychiatric services regarding management of AS. An in-service training for teachers on the management of AS might be of benefit to children with AS.

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Bower, John A., and Louise Sandall. "Children as consumers - snacking behaviour in primary school children." International Journal of Consumer Studies 26, no. 1 (March 2002): 15–26. http://dx.doi.org/10.1046/j.1470-6431.2002.00220.x.

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38

Bedrii, Kh V. "PREPARATION OF THE PRIMARY SCHOOL TEACHER FOR PATRIOTIC EDUCATION OF PRIMARY SCHOOL CHILDREN." Innovate Pedagogy, no. 26 (2020): 9–12. http://dx.doi.org/10.32843/2663-6085/2020/26.1.

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39

F. El-Kased, Reham, and Noha M. Gamaleldin. "Prevalence of Bacteria in Primary Schools." Journal of Pure and Applied Microbiology 14, no. 4 (November 17, 2020): 2627–36. http://dx.doi.org/10.22207/jpam.14.4.39.

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Pathogenic microorganisms are serious threats in schools, where contact with many microorganisms occur frequently throughout the school day. Classrooms are considered an optimal place for contact between microorganisms and young children. The aim of the current study was to study the prevalence of bacteria isolated in samples from different sites in primary schools and to show whether schools are sanitized and clean for children or it is just the core reason for their illness. The study was done in a highly standard private school and a public school in order to study the effect of variance in the social classes on the cleanliness of the schools. Different colonies were separated and identified by staining techniques and biochemical tests. Thirteen different types of bacteria with different amounts were isolated from 176 samples collected from different surfaces. It was found that the number of bacteria in public school is higher than that of the private school. The distribution of bacterial strains isolated from the two schools averaged 37.1% for Staphylococcus sp. followed by 11.3% for Enterobacter sp. and then 7.3%, 7.1% and 6.3% for Yersinia sp. Streptococcus sp. and Micrococcus sp. respectively. Other strains ranged between 5.9% to 1.5%. Bacterial isolates were tested for their susceptibility by well diffusion test against three commercial disinfectants commonly used for surface and hand cleaning in schools, namely; Clorox, Renol and Dettol. The highest percentage of resistance was seen against Renol (50%) followed by Dettol (38%) and was identified to be Escherichia coli, while least resistance occurring among all isolates was noticed against Clorox (18%). Children in private and public schools are at high risk of catching serious bacterial infections and they are surrounded by a cram of microorganisms. The current research shows that new ways must be developed to improve our schools’ hygiene to make it a healthier and safer place to learn in.

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Aslam, Iqra, Nazia Mumtaz, and Ghulam Saqulain. "Prevalence of Speech Sound Disorders among Primary School Children." Journal of Islamabad Medical & Dental College 9, no. 3 (September 29, 2020): 195–200. http://dx.doi.org/10.35787/jimdc.v9i3.283.

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Background: Communication Disorders are common and affect individual’s abilities to comprehend, detect and use language and speech, with speech sound disorders (SSD) being the most common communication issue of the youth. SSD is a disorder of development with difficulty in articulation and phonology affecting understanding and intelligibility of speech of a child. It affects the scholarly accomplishment in school as well. The objective of this study was to determine the prevalence of speech sound disorders among primary school going children. Material and Methods: This was a cross-sectional study, recruiting a sample of 377 children through probability sampling technique from May 2018 to December 2018. Students of both genders, aged 4 to 8 years, were enrolled from Government Primary Schools of Mandi Bahauddin District, Punjab Pakistan. Students from private and special schools were excluded. Tool for Assessment of Articulation and Phonology in Urdu (TAAPU) was used to collect data, followed by data analysis using SPSS version 20. Results: Of 377 primary school children, 167(44.3%) were males and 210 (55.7%) were females with a male to female ratio of 1:1.26. Speech Sound Disorder was detected in 5 (1.3%) children, 4 males and only 1 female. Of these 5 cases with SSD, 3 (60%) males suffered from substitution and 1(20%) from omission, while 1 (20%) female child suffered from substitution disorder. Conclusion: The prevalence of Speech Sound Disorders in primary school children is very low being 1.3%, with significantly higher prevalence in males aged 61-72 months. “Substitution” of sounds is more common compared to “omission”.

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Gavrilyushkina, O. P., and M. A. Egorova. "Primary School Children with Special Education Needs." Psychological-Educational Studies 8, no. 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.

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The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.

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Anwar, Khoirul, Hardinsyah Hardinsyah, Muhammad Aries, and Hana Navratilova. "NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN." ICCD 1, no. 1 (December 11, 2018): 141–47. http://dx.doi.org/10.33068/iccd.vol1.iss1.22.

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Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition.

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Khawa, Sanju Pukhraj, Rupinder Deol, and S. Malar Kodi. "Knowledge and practices regarding personal hygiene among primary school children." International Journal Of Community Medicine And Public Health 8, no. 11 (October 27, 2021): 5370. http://dx.doi.org/10.18203/2394-6040.ijcmph20214273.

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Background: Childhood plays a crucial role in moulding an individual personality and also helps in preventing various communicable and non-communicable diseases. Poor health among school children mainly results from lack of knowledge and adoption of unhealthy practices. Therefore, they should be taught regarding importance of personal hygiene in order to maintain good health. The present study was designed to assess the knowledge and practices regarding personal hygiene among primary school children in selected schools of Rishikesh, Uttarakhand, India.Methods: A cross-sectional study was conducted with a sample size of 150 primary school children in selected schools of Rishikesh, Uttarakhand, India. Students were selected using disproportionate stratified random sampling technique over a period of two and a half months. The assent and consent were taken from the children and their mothers. A self-structured questionnaire was used to assess the knowledge and practices regarding personal hygiene among primary school children. The questionnaire focussed on ten different aspects of personal hygiene like brushing of teeth, bathing, hair wash, nail cutting, hand washing, clean clothes, wearing foot wear, and ear, food and water hygiene.Results: The mean age group for children was 10.04±0.904 years. The results showed that girls were more knowledgeable regarding personal hygiene and also practiced better personal hygiene practices as compared to boys. The educational status of mother played a positive factor in improving knowledge and practices regarding personal hygiene.Conclusions: Periodic screening of health problems along with health education should be given to primary school children in order to improve their personal hygiene and thereby leading to a healthy life.

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Walsh, Grant. "Aboriginal Primary Education." Aboriginal Child at School 15, no. 2 (May 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.

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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.

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Quine, L. "Sleep problems in primary school children: comparison between mainstream and special school children." Child: Care, Health and Development 27, no. 3 (May 2001): 201–21. http://dx.doi.org/10.1046/j.1365-2214.2001.00213.x.

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M. Ali, Khalis, Omer Surchi, and Tariq Al-Hadithi. "Prevalence of Skin Diseases among Primary School Children." Zanco Journal of Medical Sciences 14, no. 2 (August 1, 2010): 5–12. http://dx.doi.org/10.15218/zjms.2010.016.

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Background and objective: Skin diseases constitute serious public health problems throught the world, especially in children. The aim of the study was to determine the preva-lence of skin diseases in primary school children in Erbil city, and its relation to various socio-demographic factors. Methods: A total of 6915 pupils aged 6-15 years were randomly selected from 32 primary schools using multistage random sampling technique. Data regarding general socio-demographic variables were collected from each student in a specially designed question-naire. Children were clinically examined and the dermatological findings were recorded. Results: The overall prevalence of skin diseases was 40.6%, Infectious dermatoses have the highest prevalence rate (15.27%), followed by eczematous skin diseases (13.13%). The overall prevalence of skin diseases and infectious dermatoses were significantly higher among females, younger age groups and those of low socio-economic status, while eczematous skin diseases were significantly higher among males. Conclusions: Skin conditions are common among school children, which may reflect pre-vailing low socio-economic conditions. Relevant health education programs and preventive measures should be implemented.

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Joseph, Lucyamma. "Refractive Errors and Academic Achievements of Primary School Children." Nursing Journal of India CV, no. 06 (2022): 269–71. http://dx.doi.org/10.48029/nji.2014.cv605.

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The current study was conducted among school children of selected schools of Thiruvananthapuram district of Kerala. It was designed to investigate the effect of refractive errors on academic achievement of primary school children. Experimental method was used in the study and the study used a sample of 185 children. An equated sample without myopia were selected as control group. Academic achievement tests based on the study syllabus were prepared and administered to both groups. The children with myopia were given corrective devices such as glasses prescribed by the ophthalmologist. After five months academic achievement tests were again given to both groups and the results of the scores between two groups as well as the scores before and after correction of errors were compared, which showed a significant influence of myopia on academic achievement and examination anxiety of children.

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Donno, R., G. Parker, J. Gilmour, and D. H. Skuse. "Social communication deficits in disruptive primary-school children." British Journal of Psychiatry 196, no. 4 (April 2010): 282–89. http://dx.doi.org/10.1192/bjp.bp.108.061341.

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BackgroundParent and teacher data, from questionnaire surveys, suggest that school-identified disruptive children often have pragmatic language deficits of an autistic type.AimsThis replication study aimed to confirm earlier findings, using individual clinical assessment to investigate traits of autism-spectrum disorder in disruptive children.MethodPersistently disruptive children (n = 26) and a comparison group (n = 22) were recruited from primary schools in a deprived inner-city area. Measures included standardised autism diagnostic interviews (with parents) and tests of IQ, social cognition, theory of mind and attention (with children).ResultsThe disruptive children possessed poorer pragmatic language skills (P<0.0001) and mentalising abilities (P<0.05) than comparisons. Nine disruptive children (35%) met ICD–10 criteria for atypical autism or Asperger syndrome.ConclusionsMany persistently disruptive children have undetected disorders of social communication, which are of potential aetiological significance.

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Ghimire, Sasmita. "Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children." Journal of Nobel Medical College 6, no. 1 (August 22, 2017): 29–35. http://dx.doi.org/10.3126/jonmc.v6i1.18084.

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Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:

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.Ravinder, K., B. Giridhar reddy, and T. Soujanya. "A study of prevalence of ocular disorders in primary school children in Warangal." Asian Pacific Journal of Health Sciences 3, no. 2 (April 2016): 33–42. http://dx.doi.org/10.21276/apjhs.2016.3.2.8.

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