Children in their final years of primary schooling tend to emphasize the use of detail and the production of naturalistic representations, when modelling the human figure with clay. Children of this age rarely construct clay figures which are noted for their dynamic quality in terms of finish, proportion, or pose. This study examined the effect of using a "formative" modelling technique on the clay models made by 11 year old children. Involved in the study were two groups of 11 year old children. Both groups of children undertook a pre-test, a post-test, and a series of clay modelling activities similar to other activities described in most primary school art curricula. The experimental group of children were instructed in the use of a "formative" modelling technique in which children develop their clay figures from a single mass of clay and refrain from constructing the figures by a combination of separate parts. The control group received no instruction. Brown's Modified "Secondary" Characteristics Rating Scale was used to identify differences between pre- and post-test clay figures. Results suggest that the "formative" modelling technique did not induce a different approach to the modelling of finish, proportion, and pose in the clay figures made by boys and girls 11 years of age. However, there was evidence of a gender difference.

This study examined the observed effects of horse-riding which took place as an extra-curricula activity within the school day. The three children in the case study were primary aged students from a Canberra primary school who have an intellectual disability requiring high support. The criteria for selection was on the basis of how long they had taken part in the horse-riding programme. The three children were either just about to start or had just started the programme and had no previous experience with horses or horse-riding. The aim of the study was to explore the effects that the horse-riding programme had on the children's behaviour, attitudes and the way they communicated when riding. The children's behaviour was observed in the different settings of the school and the stables environment. Certain individual behaviours were observed and recorded on a weekly basis for an eight week period. Audio-recordings of behaviour took place as well as interviews both before and after the eight week period, from teachers, riding instructors, helpers, and parents. Whilst the case study could not be said to be large enough to be representative of all children with intellectual disabilities attending this horse-riding programme, in general some common themes relating to counselling emerged which corresponded with other studies referred to in the literature. These include positive effects such as a general sense of well-being and a feeling of success whilst being in control of the horse. An emerging empathy and closeness of each child with their particular horse was observed over time, which appeared to lead to increased communication. This took place whilst the children were talking or communicating to the horse or in the presence of the horse.

This survey study examines the type and frequency of books borrowed by students according to age, sex and reading ability. It seeks to redress the sparsity of information available on the types and style of books borrowed by children. This survey study is based on data gathered over 14 weeks at Wanniassa Hills Primary School. Weekly library borrowings were recorded for Years 2. 3/4 and 5/6. A sample of 90 children, 30 from each year level was selected and individual borrowings were coded for analysis according to the type of book borrowed. The SAS System was used to tabulate the data and conclusions were drawn from the results thus obtained. The survey study revealed that females borrow more books generally than males. A general pattern of book borrowing is evident. Females tend to progress more quickly man males through this pattern of borrowing. Males tend to prefer Non- Fiction books, progressing to Choose Your Own Adventure books and Fantasy Game books. Recommendations are based on these findings and other outcomes of the survey study. This survey study has implications for classroom practice, libraries, basic readers and further study.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.

This study is a subdivision of an inter-university research project to investigate the psychological resilience of children in the late middle childhood years. The title of the umbrella project is Psychological resilience in children in the South African context. The aim of this study was to determine whether a relationship exists between social support and self-concept, as well as to establish whether gender differences occur with regard to the experience of social support and the evaluation of self-concept. Schools in different regions were identified in order to make the sample as large and the study as representative as possible of the different provinces, racial and language groups in South Africa. The children in the samples were randomly selected from class lists. The complete test battery was subsequently administered to these children. For the purpose of this study only the Piers-Harris Children's Self-concept Scale, the Social Support Appraisal Scale and the Biographical Questionnaire were used. Due to practical problems, the final figures of the samples varied between 549 and 918 participants. The processing of the data was done by the Statistical Consultation Service of the North West University Potchefstroom Campus. The Pearson Correlation Coefficient was used as an effect size to determine the relationship between social support and self-concept. T-tests and Cohen's effect sizes were used to determine whether gender differences occur with regard to social support and self-concept. The statistical processing of the results revealed that a positive correlation exists between social support and self-concept. These results are corresponding with the literature (Collins, 2000; Kirkcaldy, Shephard & Stiefen, 2002; Malecki 8 Demaray, 2002; Marjoribanks & Mboya, 2001; Van Tassel-Baska & Olszewski-Kubilius, 1994). Further, the results showed that no gender differences that were both statistically significant and practically meaningful occurred with regards to social support and self-concept. These results were repeatedly inconsistent with the literature (Bee, 1992; Dubow & Ullman, 1989; Harris, Rosenthal & Snodgrass, 1986; Hirsch & Rapkin, 1987; Piers, 1984; Werner & Smith, 1982). Finally, the last section of this investigation provides recommendations for further studies in this area, as well as practical suggestions for the implementation of the findings. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005

Educational Psychologists (EPs) are often asked to see children that may have difficulties with attention or children with impairments in executive function. Research suggests that there is a link between attention and executive function. There is research evidence linking Attention Deficit Hyperactivity Disorder (ADHD) with executive function difficulties. It is proposed that there will be a link between primary school children’s attention and executive function skills as measured by standardised assessment. The present study involved assessing 31 participants on subtests of the Test of Everyday Attention in Children (TEA-Ch) (to gain a measure of attention) and the Neuropsychological Assessment (Second Edition) (NEPSY-II) (to gain a measure of executive function).Participants were aged between 6;01 and 10;08 (mean 8;06) when they were assessed at the pre-intervention stage. Participants were all from one primary school in the North West of England. Significant correlations between participants’ performance on the TEA-Ch and NEPSY-II were found. There is some research evidence that executive function interventions can improve children’s executive functions, but this is at the individual case level. There were no studies identified that looked at whole school executive function interventions. Executive function staff training was developed and delivered to teachers and teaching assistants in the primary school. A supporting pack of written materials was produced to help staff. Evaluation questionnaires and staff interviews identified useful aspects of the training. It is proposed that the consultation model of training delivery was particularly important. Staff interviews indicated that interventions had been carried out at the whole school and class level. Participants were reassessed at the post-intervention stage using the TEA-Ch and the NEPSY-II. Results indicated significant improvements in both attention and executive function skills for participants overall. Wilcoxon Signed Rank tests identified that there were significant increases in participants’ mean TEA-Ch and mean NEPSY scores following the whole school intervention. The results suggest the intervention may have been most successful in improving children’s selective attention, response inhibition, flexibility and task initiation skills.

Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills (accuracy, rate, vocabulary and comprehension) after VRG intervention. Design Two studies were carried out: (1) A retrospective analysis used data from a previous study conducted in mainstream schools which used peer reading mentors; (2) A prospective study in a school for learners with special educational needs that had speech-language therapist led intervention. Both studies used matched subject pre/ post intervention designs. Methods and Procedures In Study 1, matched pairs were retrospectively created to form a sample (n=20, 8 males and 12 females, 10 intervention group and 10 control group) of grade 3 to 6 learners. In Study 2, the prospective study, participants (n=20, 14 males and 6 females, 10 intervention group and 10 control group) were grade 3 to 6 learners from a school for learners with special educational needs in Cape Town. For both studies, the intervention group received VRG intervention 3 times per week (30 minutes per session) for 10 weeks. The control group continued with regular school activities. Independent samples t-tests for gain scores were used to analyse results. Semi-structured interviews were conducted with intervention participants from the prospective study. Thematic analysis was used to interpret the transcribed interview data. 5 Results For the retrospective analysis there were no statistically significant differences between the intervention and control groups’ reading accuracy, rate, vocabulary and comprehension improvements at the completion of the VRG intervention. Similarly, the prospective study found no statistically significant differences between the reading accuracy, vocabulary or comprehension gains of learners in the intervention and control groups. However, there was a statistically significant difference between the groups’ gains on one measure of reading rate. The thematic analysis findings were that learners expressed enjoyment of the VRG and intervention experiences, valued the role of the reading partners, believed they had made literacy skill gains, described self-competency improvements, expressed the belief that the VRG could result in reading improvements, and portrayed positive attitudinal and behavioural changes related to reading. Discussion The study contributes by investigating the potential of one practical solution to South African learners’ reading difficulties and adding to the limited local evidence base on ICT reading intervention. Although an intervention effect could not be demonstrated in this study, the changes noted in reading rate and qualitative findings suggest the potential for impact. The discussion considers some explanations for the findings, suggestions for improving interventions such as the VRG, and lines of future research that could be developed to support South African children in their struggles with reading.

No / Purpose To determine the test-retest reproducibility of accommodation measurements gathered in an unselected sample of primary school children. Methods Monocular and binocular amplitudes of accommodation (AA) were collected by five different Testers using the push-up method in an unselected sample of school children (n=137, age: 8.1±2.1-years). Testing was conducted on three occasions (average testing interval: 8-days) in 91.2% of the children. Results The median AA was 19.1D, the variation due to the identity of the Tester was 3.1D (p<0.001) and the within-subject variation (which takes the variation due to Tester identity into account) was 5.2D. Around 75-79% of children exhibited monocular AAs-12D when tested on the first occasion, but more than 90% exhibited an AA-12D when subsequently tested. Around 74-80% of those with an AA<12D on the first occasion had values-12D on subsequent testing even though no treatment had been undertaken. Poorer initial AA measurements were less likely to improve on repeat testing. Conclusions Our results reveal substantial intra-individual variation in AA measurements, raising questions about the usefulness of this test in children aged 4-12-years. We suggest that AA assessment may prove most useful in children in this age range as a pass/fail check for substantially reduced AA, for example, where the AA is <12D. Our sample would suggest that the prevalence of persistently reduced AA may be around 3.2% when tested under binocular conditions and 4-6.4% when tested monocularly.

Yes / For schools to consider physical activity (PA) interventions, improvements must be shown in PA and additional educational benefits such as executive function (EF) and academic performance (AP). Over 8800 schools worldwide have implemented The Daily Mile™ (TDM), without any formal assessments of its impact. Rigorous and high-quality studies are needed to explore TDM's contribution to moderate-to-vigorous PA (MVPA) guidelines and potential impact on EFs and AP. Methods: Children (14 classes, n = 303, age mean = 8.99 ± 0.5) from 11 primary schools already implementing TDM consented. At the individual level, children were randomly assigned using a 4-block process to either TDM or continued academic lessons (TDM n = 158, control n = 145). Children completed pre and post, EF tests (Trail Making Task; Digit Recall; Flanker; Animal Stroop) and a maths fluency test (Maths Addition and Subtraction, Speed and Accuracy Test). Accelerometers assessed MVPA using 15-s-epochs and Evenson cut-points. Results: Using multi-level modelling, TDM revealed significantly greater MVPA (+10.23 min) and reduced sedentary time (−9.28 min) compared to control (p ≤ 0.001, d = 4.92, 3.61 retrospectively). Maths fluency interacted with condition and time (p = 0.031, d = 0.25); post hocs revealed no significances over time (p > 0.05). No differences in EFs (all p > 0.05). Conclusions: This study is the first assessing the acute effects of TDM compared to continued academic lessons. TDM revealed no significant improvements in maths fluency or EF. These findings question justifying the widespread adoption of TDM based on enhanced cognition claims. Nonetheless, TDM may provide 10 min of MVPA, achieving a third of the daily in school recommendations to meet overall daily recommendations.

Когнитивные процессы взаимно влияют друг на друга как в процессе функционирования, так и в развитии. Ощущение, восприятие и внимание обеспечивают получение первичной информации из внешнего мира, мышление, воображение и память обрабатывают ее, а речь передает эту информацию на уровень второй сигнальной системы, что позволяет ребенку осваивать опыт человечества и общаться. Слаженная работа познавательных процессов влияет на объективное отражение ребенком окружающего мира, развитие его личности и обеспечивает адекватную адаптацию к ней. Актуальность определяется задачами образования на современном этапе развития общества и высокими государственными требованиями к уровню общеобразовательной подготовки учащихся. / Cognitive processes mutually influence each other both in the process of functioning and in development. Sensation, perception and attention ensure the receipt of primary information from the outside world, thinking, imagination and memory process it, and speech transfers this information to the level of the second signaling system, which allows the child to master the experience of humanity and communicate. The coordinated work of cognitive processes influences the child’s objective reflection of the world around him, the development of his personality and ensures adequate adaptation to it. The relevance is determined by the tasks of education at the present stage of development of society and the high state requirements for the level of general educational training of students.