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    Wyświetlanie 1-9 z 9
    Tytuł:
    Current trends in the emotional and social aspects of the school readiness research
    Autorzy:
    Oszwa, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/454292.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    school readiness
    social and emotional competence
    profile
    trend.
    Opis:
    The school readiness issues have been being in the focus of interests of the educators for years. The number of approaches, tendencies and dimensions of the school readiness indicates how comprehensive and complex this topic is. The analysis of the contemporary research directions based on the papers available in academic databases let arrange them into a few categories. They are all presented in the article with the aim to get the current perspective of the problem, especially in the social and emotional context. Some authors try to determine the list of the detailed aspects of emotional and social skills important to begin school education. The other approach presents the new school readiness tools. There is also a line that evaluates the early emotional support effect on school readiness. The next trend is formed by statistical meta-analyses on the correlation between the age of the school start and pupils achievements. The two new directions are related to the school readiness profiles and the idea to include the executive functions into school readiness assessment as an important aspect of pupils' emotional and social achievements. The results coming from those six directions help the educators to increase the early education care.
    Źródło:
    Multidisciplinary Journal of School Education; 2017, 11; 13-27
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Diversification of results of orientating questionnaire of motoric and psycho-social development in regard to the level of educational maturity (school readiness) in prematurely born children
    Autorzy:
    Perenc, Lidia
    Cyran-Grzebyk, Barbara
    Zajkiewicz, Katarzyna
    Walicka-Cupryś, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/454894.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    development of premature babies orientation study
    school readiness
    Opis:
    Introduction. Currently, one of the most common problems in neonatology is the occurrence of distant consequences of prematurity. In infants, toddlers, and children with special problems, there can be disorders in psychomotor development and in growing, and later also intellectual and cognitive disorders. Pre-school and early-school age is particularly significant in the lives of prematurely born children. In this period, usually beside the stage of somatic growth, there is intensive physical and mental development and intellectual disorders may appear. Aim. Assessment of preterm training in motor skills and psychosocial development Materials and methods. The research group consisted of 61 prematurely born children aged 5-8. Perinatal interviews were collected and basic anthropometric measurements were performed. Results. There is no statistical significance between questionnaire results in particular areas of development, summary, age, gender, subsequent pregnancies, number of fetuses, delivery term and the type of delivery. Conclusions. The Apgar disinfectant scale differentiates the results of the indicative questionnaire on motor development research. The results of the study confirm the prognostic importance of the Apgar scale in terms of development.
    Źródło:
    European Journal of Clinical and Experimental Medicine; 2018, 4; 289-299
    2544-2406
    2544-1361
    Pojawia się w:
    European Journal of Clinical and Experimental Medicine
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The factors discriminating the results of screening test aimed at detection of scoliosis and detection of flexibility disorders in group of preterm children at the beginning of school age
    Autorzy:
    Piwoński, Paweł
    Perenc, Lidia
    Walicka-Cupryś, Katarzyna
    Zajkiewicz, Katarzyna
    Rachwał, Maciej
    Drzał-Grabiec, Justyna
    Przygoda, Łukasz
    Cyran-Grzebyk, Barbara
    Hudáková, Zuzana
    Czarnecki, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/454931.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    development of premature babies health balance
    prematurity
    school readiness
    Opis:
    Introduction. The threshold of compulsory schooling for prematurely born children is of particular importance. It’s a period of intense physical development which may increase the risk of scoliosis. Aim. The aim of this research is to determine whether age, gender, BMI value and selected elements of perinatal interview discriminate the results of screening test aimed at detection of scoliosis and flexibility disorders in group of preterm children at the beginning of school age. Material and methods. The study population consisted of 61 preterm children aged 5-8 years. The study included perinatal interview, BMI assessment, screening tests to detect scoliosis and flexibility. Results. Statistically significant dependence was obtained between age and normal and abnormal results of the screening test aimed at detection of scoliosis and between the result of the screening test for detecting flexibility disorders and: age, number of foetuses, assessment on the Apgar scale. Conclusion. The results of screening test aimed at occurrence of scoliosis in group of preterm children are significantly correlated with the age and screening test aimed at occurrence of the flexibility disorders are discriminated by age, origin from monoor multi-foetus pregnancy and assessment on the Apgar scale
    Źródło:
    European Journal of Clinical and Experimental Medicine; 2019, 3; 221-228
    2544-2406
    2544-1361
    Pojawia się w:
    European Journal of Clinical and Experimental Medicine
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE IMPACT OF LOWERING AND RAISING THE SCHOOL AGE AND ITS IMPACT ON HEALTHY CHILDREN, AS WELL AS CHILDREN WITH DISABILITIES AND SPECIAL EDUCATIONAL NEEDS
    WPŁYW OBNIŻANIA I PODWYŻSZANIA WIEKU SZKOLNEGO W KONTEKŚCIE ODDZIAŁYWAŃ NA DZIECI ZDROWE, Z NIEPEŁNOSPRAWNOŚCIAMI I ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI
    Autorzy:
    Szeligiewicz-Urban, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/479699.pdf
    Data publikacji:
    2017
    Wydawca:
    Wyższa Szkoła Humanitas
    Tematy:
    educational system,
    adaptation,
    school readiness
    system edukacji,
    adaptacja,
    gotowość szkolna
    Opis:
    In the article the author discusses the aspect of school readiness of children in the context of changes in the educational system. The analysed problem consists in the lack of consistent long-term countering of the effects of conducted educational changes. Presented are the arguments for the creation of the protective shield discussed in the article for the children in these special conditions of education. She also points to an important issue of needs of the children with disabilities and special educational needs in the area of adaptation to changing conditions of education.
    W artykule autorka omawia aspekt gotowości szkolnej dzieci w kontekście zmian w systemie edukacyjnym. Analizowany jest problem braku konsekwentnego długoterminowego przeciwdziałania negatywnym skutkom przeprowadzonych zmian edukacyjnych. Przedstawione są argumenty przemawiające za utworzeniem omówionego w artykule specjalnego parasola ochronnego dla dzieci w tych szczególnych warunkach edukacyjnych. Wskazuje się też na istotny problem dzieci z niepełnosprawnościami i specjalnymi potrzebami edukacyjnymi w obszarze adaptacji do zmieniających się warunków edukacyjnych.
    Źródło:
    Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2017, 14; 299-309
    1896-4591
    Pojawia się w:
    Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School Readiness in a Multicultural Context: an Exploration of the Issues Using Cultural Psychology as an Appropriate Methodology
    Autorzy:
    Sundelowitz, Errol
    Macdonald, Carol
    Powiązania:
    https://bibliotekanauki.pl/articles/29520308.pdf
    Data publikacji:
    2006-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    School readiness
    Cultural Psychology
    school literacy
    parental involvement
    primary/elementary school
    reading
    literacy
    methodology
    Opis:
    Historically there have been inequities in access to school in South Africa. Differences in languages have also contributed to difficulties. In the present study a Grade One class was observed for a term as they entered formal schooling. Cultural psychology was used as the method, developing a description of the context and narrowing the observations to ten and then five children. Five school homes visits were done and one of these case studies is described here. Given the socio-economic literacy context, the child did extremely well, being self-motivated and supported by an aware single parent. The usefulness of the Cultural Psychological method is described.
    Źródło:
    The New Educational Review; 2006, 10; 131-144
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Level of School Readiness of Five-year-olds within the Area of Social Development in View of the Pedagogic Principles of Maria Montessori – an Analysis Report
    Autorzy:
    Surma, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/507105.pdf
    Data publikacji:
    2013
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    social development
    social relations
    social attitudes
    social skills
    school readiness of five-year-olds
    Maria Montessori method
    Opis:
    Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.
    Źródło:
    Journal of Preschool and Elementary School Education; 2013, 4; 81-97
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Physiological component of graph-motor skills of children aged from 5 to 8 years old
    Autorzy:
    Zavadska, Maryna
    Biesiedina, Antonina
    Starchenko, Anastasiia
    Oleshko, Tetyana
    Powiązania:
    https://bibliotekanauki.pl/articles/1922227.pdf
    Data publikacji:
    2019-06-26
    Wydawca:
    PPHU Projack Jacek Wąsik
    Tematy:
    children
    graph-motor skills
    physical development
    readiness for school
    Opis:
    Introduction: The purpose of the work was to investigate the features of the physiological component of graph-motor skills of children aged from 5 to 8 years old. Materials and methods: Pupils of the 1st and 2nd grades (6-8 years old) and preschool children (5 years old) from general and pre-school educational institutions of Sumy city took part in the research. Hygienic, psychophysical, physiological methods and methods of mathematical statistics were used. Results: The assessment of physical development showed that 52.8±1.9% of children have a harmonious development, among them boys are over (58.3±2.7%) the group of girls (46.6±2.8%). Individual analysis of anthropometric indicators allowed to allocate among the surveyed children's contingent a "risk" group which includes individuals with excess body weight or its deficit. Endogenous factors influencing the formation of graph-motor skills are determined: physiological, cognitive and personal readiness. Conclusions: Mechanisms of physiological adaptation play an important role in adaptation of the child to the new conditions of the educational process, knowledge of their peculiarities is necessary for the early detection of minimal deviations of their health and the timely application of corrective measures.
    Źródło:
    Physical Activity Review; 2019, 7; 125-133
    2300-5076
    Pojawia się w:
    Physical Activity Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher’s Age and Experience as a Modifying Factor in the Readiness For and Method of Intervention with a Student at Risk of Psychoactive Drugs
    Autorzy:
    Waluś, Roman
    Jasnos, Renata
    Powiązania:
    https://bibliotekanauki.pl/articles/44442568.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    teacher intervention
    psychoactive drugs
    teacher seniority
    teachers’ age
    school intervention procedures
    readiness for intervention
    Opis:
    This article deals with teacher interventions in crisis situations regarding a direct threat of students using psychoactive drugs on school premises, particularly in the difficult period of adolescence: 12–16 years of age. The focus of the research was on teacher interventions in situations where students are threatened by psychoactive substances. The research problem was whether the age and experience of the teacher were determinants of such an intervention. It investigated the relevance that a teacher’s age and experience have on their attitude and manner of intervening on behalf of a student when there is an imminent threat from psychoactive substances. The research investigated the importance of a teacher’s age and work experience in their attitude and the manner in which they intervene. It was carried out from 2017 to 2019 among teachers at middle schools in Bielsko-Biala, using the diagnostic survey method and a questionnaire. Statistical analysis of the results showed no statistically significant difference in teachers’ declarations of readiness for intervention. Regardless of age and tenure, the respondents declared a high readiness to intervene. On the other hand, there were statistically significant differences according to the teachers’ age and seniority in how the intervention was carried out. Teachers from different age and seniority groups (defined by a specific length of service) more often or less often took some of the actions envisaged in the intervention procedure. Thus, it is feasible to speak of a readiness, or lack thereof, to take certain intervention actions.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 275-294
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivational readiness of children to school in nuclear and single parent families
    Autorzy:
    Ostrovska, Kateryna
    Grabovska, Sophia
    Powiązania:
    https://bibliotekanauki.pl/articles/628422.pdf
    Data publikacji:
    2015
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    psychological readiness of the child to go to school, nuclear and single parent families, motivation
    Opis:
    The aim of the paper is a comparison of psychological readiness of the child to go to school in nuclear and single parent families. To obtain the objectives of the paper the following methods were used: 1) methods “Two schools” by L.A Venger to identify the level of formation of internal position of the student; 2) the method “Motivational research studies in older preschoolers” by M.R. Ginsburg; 3) method “Pattern” by L.I. Tsehanskaya to determine the degree of development of skills training activities; 4) method “Graphic dictation” by D. El’konin to study the ability to follow adult instructions. The investigated group consisted of 40 students from first grade secondary school - 20 students from nuclear families (12 girls and 8 boys) and 20 students from single parent families (9 girls and 11 boys). As a result of qualitative, comparative and correlation analysis it was shown that readiness of children to go to school susbstantially depends on completness of their families. The children from families have a higher level of skill training and internal position than children from single parent families. This occurs because both parents pay more attention to the children in the forming of a willingness to learn in school. The studies have shown that in the group of children from nuclear families dominate the highest level of development of skills training activities, increased formation of internal positions and childrens social motivation. These indicators are the hallmarks of readiness to learn at school. Also, some recommendations to teachers are provided as for increase of motivation to learn in children from single parent families.
    Źródło:
    Journal of Education Culture and Society; 2015, 6, 2; 141-150
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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