The purpose of this study was to explore and describe the relationship between counselling skills and memory work with primary school children. I explored this relationship with the aim of determining the role and possible contribution of counselling skills to memory work. I followed an action research design. The study was located in a primary school situated in an informal settlement in the Nelson Mandela Metropole. Ten female educators were conveniently and purposefully selected to participate in this inquiry. I developed and facilitated an intervention programme aimed at the participants acquiring the technique of memory box making. After the intervention each participating educator was requested to implement the memory box making technique with one child. During a second field visit I facilitated a focus group discussion to determine whether or not the participating educators had used counselling skills in interacting with the children during the memory box making process. I followed both deductive and inductive frameworks to thematically analyse data thematically. I found that educators employed the following counselling skills while facilitating the memory box making technique with children: basic counselling skills (empathy skills; warmth, respect and trust; listening skills; and skills of genuineness and sincerity); and counselling skills related to pre-bereavement, bereavement and grief (support, collaboration and skills transference; skills of valuing mementoes; and skills to discover family structures and relationships). I also found that memory work was experienced as problematic by the participants in terms of the following skills: confidentiality; emotional strain on the educators; and cultural beliefs regarding death. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / MEd / unrestricted

Subject In professional literature progressive development of postural stability related to the age during the childhood is documented which is characterized by decline of amplitude and speed deviations. The postural stability becomes similar to adults by primary school children, specifically in the age of 7 to 10 (Shumway-Cook, Woollacott, 2001) and children switch to more accurate strategy of postural control. The period of primary school is described as positive for motor development. Performance in this period is most considerably influenced by biogenetic factors which include growth factors as for instance body height, weight and body composition. An appropriate movement routine with an adequate amount and quality of movement activity is important for development of children's organism by primary school children. Objective The aim of this work is to describe the changes of chosen parameters of postural stability which are related to the age and gender of primary school children and to submit to analysis the changes in chosen parameters of postural stability in connection with somatic characteristics, movement abilities and movement activity. Methods The summarizing statistical research took place at a primary school where 154 children (85 boys, 69 girls) in the age of 7 to 11 were tested....

The thesis deals with the didactic potential of the magazine Mateřídouška, especially its possible application in the implementation of media education at primary school. The first part of the Thesis focuses on the theoretical knowledge of the psychological development of the child, reader literacy and media literacy and media education as one of the Curricula program for primary education. The second part is a brief analysis of magazine for primary school children. Subsequently, the work focuses longest stemming magazine for primary school children - Mateřídouška magazine. In the analysis are used knowledge presented in the theoretical part of the Thesis. Emphasis is placed upon the analysis primarily on the didactic potential Mateřídouška. The aim of the Thesis is finding if Mateřídouška magazine could be used in the implementation of media education at primary school.

Les études actuelles mettent en avant les liens entre les plans comportementaux et les plans représentationnels ; si le comportement est révélateur de la complexité et de la conflictualité psychique, le discours l’est aussi. Ainsi, par l’intermédiaire de l’activité narrative, cette recherche propose l’étude des représentations mentales, des préoccupations interpersonnelles d’enfants de 6 ans présentant des problèmes de comportements et d’enfants tout-venants. Le point de départ de cette exploration prend appui sur le postulat que l’activité narrative est un processus fondamental du fonctionnement psychique humain et que le contenu, la pauvreté ou la richesse de cette activité doivent être en lien avec la nature des comportements. Pour permettre l’évaluation de dimensions telles que les représentations de soi, de soi avec les autres, de préoccupations interpersonnelles…, nous avons fait appel à la théorie de l’attachement et à la théorie des relations d’objet. Ainsi, les tests projectifs TAT et ASCT ont été utilisés. Nos résultats exposent que chaque groupe possède des fonctionnements psychiques propres et que les liens existants entre les dimensions psychiques étudiées sont interdépendants. Mais également qu’une approche intégrative associant la théorie de l'attachement et la théorie psychanalytique des relations d’objet est possible et utile pour la compréhension des sujets qui ont un fonctionnement social pauvre. Basée sur ces résultats cette étude propose des pistes d’intervention qui visent à cibler davantage les prises en charge des enfants présentant des problèmes de comportement à l’école primaire, ce qui représente pas moins de quelques 200.000 enfants en France. / Recent studies show a link between behavioural and physical indications; that is that, if behaviour shows complex and psychological conflict, then so will speech. This is why this study will examine the narratives of six-year-old children with behavioural problems (which will be followed up by RASED) in comparison with the speech of ordinary children. This study will confirm that the narrative is the fundamental process of the working psyche and its content, poor or good, must be connected to the nature of behaviour. Thus the theories of attachment and of object relations were examined. Certain aspects were looked at such as: the capacity to visualise, consistency of narratives, self-perception, representation of others including the representation of significant people (be it reassuring or not), as well as dominant interpersonal concerns. Projective studies, such as ASCT and TAT, were used and the results showed that each group possessed their own psychological function and that the existing links between these intra-psychological processes are inter-dependent. This study shows that an integrative approach to attachment theory and the theory of psychoanalytical connection with objects is both possible and useful. This is mainly to understand children brought up in socially poor surroundings. To sum up, the results of this study highlight how important it is to use narratives in order to pin point how to take charge of primary school children who exhibit behavioural problems.

The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of acculturation, Tajfel and Turner's social identity theory, and Wimmer's ethnic boundaries multilevel process theory. The research questions concerned how teachers' communicative practices reflected and promoted children's construction of social categorizations, what roles teachers played in ethnic education, and the influences that shaped their cultural knowledge. Purposeful sampling was used to select 2 Spanish speaking and 2 English speaking classrooms form the municipality that could provide information to answer the research questions. Data were collected from classroom observations, structured interviews with teachers, analysis of classroom artifacts, and the use of Zea, Asner-Self, Birman, and Buki's Abbreviated Multidimensional Acculturation Scale. Data were coded and then categorized by theme. The findings of the study demonstrated that teachers' hybridized ethnicity is reflected in communicative practices that influenced children's construction of social categorizations. This study could serve to develop strong cultural awareness policies for education systems and for other countries at risk of losing their language and traditions.

Problemos aktualumas: Jaunesniame mokykliniame amžiuje (I-IV kl.) formuojasi nauji, svarbūs vaiko psichikos bruožai, kurių pagrindu ugdosi labai svarbios savybės ¬­ savistaba, s¬ugebėjimas analizuoti savo poelgius ir kt. sudaro sąlygas formuotis valingam dėmesiui. Tačiau pastaruoju metu aktualia problema tampa auganti karta, kurioje yra nemažai vaikų, turinčių emocinių ir elgesio sutrikimų, kurie turi neigiamą reikšmę vaiko tolesnei psichikos raidai. Apžvelgiant kokybinių mokslinių tyrimų publikacijas Lietuvoje pasigendama mokslinių darbų, kuriuose emocijų ir elgesio problemos būtų tirtos taikant objektyvias standartizuotas metodikas. Dažniausiai duomenys renkami taikant anketavimo metodą, kurio autoriai būna patys tyrėjai. Šiuo metu užsienio šalyse emocijų ir elgesio sutrikimams vertinti plačiai naudojama BASC-2 metodika (Behavior Assessment System for Children, Reynolds ir Kamphaus, 2004, 2005), kuria galima nustatyti vaikų asmenų emocijų, jausmų ir elgesio modelių (pozityvaus ir klinikinio) ypatumus. Tyrimo objektas – 4 kl. mokinių elgsenos ir emocijų problemos. Tyrimo tikslas: Ištirti 4 kl. mokinių savo elgsenos ir emocijų problemų vertinimą ir palyginti jį su auklėtojos įvertinimu. Uždaviniai: 1. Ištirti ir palyginti 4 kl. mokinių internalių ir eksternalių problemų vertinimą mokinių ir mokytojo požiūriu. 2. Išanalizuoti ir palyginti mokinių problemų mokykloje patiriamus sunkumus jų pačių ir mokytojo vertinimu. 3. Ištirti ir palyginti mokinių asmeninio prisitaikymo... [toliau žr. visą tekstą] / Topicality of the problem: At the primary – school age (I – IV forms) new important formatives of a childs mentality start farming. They are basic for developing such important qualities as self – observation, ability to analyze ones actions and others that help to maintain volitional attention. However a new generation has recently become an urgent problem because there are a lot of children with behavioral and emotional disorders and that has negative influence on the further development of mentality. After surveying the publications of scientific studies in Lithuania it can be stated that there are no studies in which emotional and behavioral problems would be analyzed using objective standardized methods. The data is usually collected using questionnaire method the investigators themselves. At present BASC – 2 methodic (Behavior Assessment System for Children, Reynolds and Kamhaus, 2004, 2005), which makes it possible to establish peculiarities of models (positive and clinical) of childrens emotions, feelings and behavior is being widely used in foreign countries for estimation emotional and behavioral disorders. The object of the study – emotional and behavioral problems in 4 th formers. The aim of the study: To examine the 4 th formers estimation of their behavior and emotions and to compare it with the class – teachers estimation. The tasks: 1. To examine and compare the estimation of the 4 th formers internal and external problems both, in their own and their teacher... [to full text]

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

Baigiamojo darbo tikslas - įvertinti Kauno rajono pradinių klasių moksleivių kūno laikyseną skirtingais laikysenos vertinimo metodais. Darbo tikslui pasiekti buvo iškelti šie uždaviniai: 1.Įvertinti pradinių klasių moksleivių statinės kūno laikysenos ypatumus naudojant skirtingus metodus bei palyginti laikysenos ypatumus pagal amžių, lytį ir kūno kompoziciją. 2. Įvertinti ir palyginti pradinių klasių moksleivių stuburo lenkimo amplitudes pagal amžių, lytį ir kūno kompoziciją. 3. Nustatyti ryšį tarp moksleivių stuburo lenkimo amplitudžių ir statinės kūno laikysenos. Tyrimas atliktas aštuoniose Kauno rajono pradinio ugdymo įstaigose. Iš viso tyrime dalyvavo 1501 pradinių klasių moksleivis, 765 (51%) berniukai, 736 (49%) mergaitės, vidutinis tiriamųjų amžius buvo 8,5 ± 1,2 metų. Laikysenai vertinti naudojome skoliometrą, vizualinį laikysenos vertinimo modelį, remiantis W.W.K.Hoeger (1987) bei duomenis iš fotografijų. Taip pat vertinome tiriamųjų stuburo lankstumą inklinometru. Išvados: Nustatėme, kad daugiausiai buvo „patenkinamą“ ir „blogą“ laikyseną turinčių moksleivių (p<0,05). Nustatėme, jog su amžiumi mažėja moksleivių be jokių stuburo nukrypimų skaičius, daugėja stuburo nukrypimų juosmeninėje ir krūtininėje stuburo dalyse, frontalioje plokštumoje (p<0,05). Taip pat nustatėme, kad su amžiumi didėja sagitalių linkių išreikštumas (p<0,05). Stuburo lenkimo amplitudžių vertinimas parodė, kad lanksčiausi buvo trečios klasės moksleiviai (p<0,05), o mergaitės – lankstesnės už... [toliau žr. visą tekstą] / Aim of the study was to assess Posture of Kaunas district primary school pupils with different posture assessment methods. To achieve the aim was to raise the following tasks: 1.Evaluate static children‘s postural peculiarities using different methods and compare the peculiarities of posture according to age, gender and body composition. 2. To evaluate and compare the primary school pupils range of spinal flexion according to age, gender and body composition. 3. Find if there is a connection between the students' range of spinal flexion and static posture. The study was conducted in eight Kaunas district primary schools. A total of 1501 primary school pupils participated in the study, 765 ( 51 %) boys, 736 (49 % ) girls, mean age was 8.5 ± 1.2 years. We used scoliometre, visual postural assessment model based on WWKHoeger (1987 ) and data from photographs for postural assessment. We also assessed subjects spinal flexibility inclinometer. Conclusions: 1.We found that the majority of the students had "satisfactory" and "bad " ( p < 0.05). With ageing there were less students without any deviation of the spine, number of spine deviations in lumbar and thoracic parts of spine is increasing ( p < 0.05). We also found sagittal curves increase with age ( p < 0.05). 2. Range of spinal flexion showed that the most flexible students were in third grade ( p < 0.05) , girls were more flexible than boys, not according to age ( p < 0.05). Underweight subjects were less flexible than... [to full text]

The goal of my diploma thesis is to explore the ideas of children about health, movement and sport. The thesis includes the explanation of children?s understanding of these terms. It also examines the influence of family, school, television and their surroundings on these ideas. 115 pupils attending third grade of elementary school (aged 8 to 9 years) were subject to the study. The method of questionnaire survey was used in the research. The thesis concludes that pupils of third grade have quite good opinion on health, movement and sport. Other revelation is that most children at this age do sports in their spare time. Insufficiency in healthy alimentation was discovered.