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school children</title> <meta name="description" content="Search results for: primary school children"> <meta name="keywords" content="primary school children"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="primary school children"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9321</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: primary school children</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9321</span> Salient Issues in Reading Comprehension Difficulties Faced by Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Fernandez">Janet Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is both for aesthetic and efferent purposes. In order for reading comprehension to take place, the reader needs to be able to make meaningful connections and enjoy the reading process. The notion of reading comprehension is discussed along with the plausible causes of poor reading comprehension abilities among primary school children. Among the major contributing causes are imaging, lack of schemata, selection of reading materials, and habits of the readers. Instruction methods are an integral part of making reading comprehension a meaningful experience, hence several models are presented for the classroom practitioner. Suggestions on how primary school children can improve their reading comprehension skills are offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=improve" title=" improve"> improve</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=meaningful%20strategies" title=" meaningful strategies"> meaningful strategies</a> </p> <a href="https://publications.waset.org/abstracts/12844/salient-issues-in-reading-comprehension-difficulties-faced-by-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9320</span> Parents' Attitude toward Compulsory Pre-School Education in Slovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compulsory pre-school education in Slovakia will be established by the Education Act for all five-year-old children from September 2021. The implementation of this law will change pre-school education in our country from optional to compulsory, and children will be able to complete this education either in institutional form school facilities or in the form of individual education at the request of the parent. The primary purpose of this change is that all children achieve pre-school education before entering primary school, thus eliminating differences between children before entering primary school. The benefits of introducing compulsory pre-school education are obvious to the professional public. However, as this fundamental change in children's education is perceived by parents who have a prime position in the upbringing and education of their children, research pays minimal attention. The aim of the study is to interpret the findings of quantitatively oriented research, which was focused on finding out the attitudes of parents to the planned introduction of compulsory preschool education in Slovakia. The data were obtained through questionnaires primarily intended for parents of preschool children. In the distributed questionnaire, the degree of agreement or disagreement with individual items could be expressed on a 5-point Likert scale. The results of the research present how perceived compulsory pre-school education is perceived by the parental public in Slovakia and what perspectives and limitations parents anticipate after its introduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20act" title=" education act"> education act</a>, <a href="https://publications.waset.org/abstracts/search?q=childs%27%20learning%20and%20development" title=" childs' learning and development"> childs' learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%27%20perspectives" title=" parents' perspectives"> parents' perspectives</a> </p> <a href="https://publications.waset.org/abstracts/131418/parents-attitude-toward-compulsory-pre-school-education-in-slovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9319</span> Impact of Mid-Day Meal on Nutritional Status of Primary School Children in Haryana, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinti%20Davar">Vinti Davar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is one among the many countries where child malnutrition is severe and also a major underlying cause of child mortality. The Mid Day Meal (MDM) program was launched to improve the nutritional status of children, attendance, and retention in schools. It was based on one meal provided to the children, who are attending elementary school (primary school). The objective of present study was to evaluate the impact of mid-day meal on the nutritional status of primary school children in Haryana, India. The present work was carried out on 1200 children between 6-11years of age, studying in primary schools in Haryana, India. Out of these 960 students as, the experimental group was selected from schools where mid-day meal is supplied by the government, and 240 students as control group where mid-day meal is not supplied. The mean height, weight, and BMI of children of both the groups were found to be significantly low as compared to NCHS standards. Stunting was found in 56.40% MDMB (Mid-day meal beneficiaries) and 62.50 % NMDMC (non- mid-day meal children).The weight of almost all subjects were low according to age indicating thinness. Anemia was more prevalent in MDMB as compared to NMDMC may be because school meals did not include vegetables. The consumption of energy, proteins, fat, calcium, iron, vitamins was significantly low (P ≤ .01) in both groups especially in girls of NMDM. The consumption of various food groups except vegetables was better in MDMB compared to NMDMC. It is concluded that with certain improvements, mid-meal can be beneficial in meeting everyday requirements of school going children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foods" title="foods">foods</a>, <a href="https://publications.waset.org/abstracts/search?q=meals" title=" meals"> meals</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20going%20children" title=" school going children"> school going children</a> </p> <a href="https://publications.waset.org/abstracts/69506/impact-of-mid-day-meal-on-nutritional-status-of-primary-school-children-in-haryana-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69506.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9318</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9317</span> Health Status among Government and Private Primary School Children in the Central of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petcharat%20Kerdonfag">Petcharat Kerdonfag</a>, <a href="https://publications.waset.org/abstracts/search?q=Supunnee%20Thrakul"> Supunnee Thrakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School health services through regular screening of school students’ health status have been the main responsibility for community or school health nurses. The purposes of these retrospective study were to assess and compare health problems between government and private primary school students in the central region of Thailand. The data were collected from the school health records in October at the end of the first semester in the academic year 2018. Two thousand and fifty primary school health records from government and private primary schools were gathered to assess health problems regarding anthropometric measurements, physical examination/personal hygiene, and clinical findings for this study. Descriptive statistics and Chi-square were used to be analyzed. The results revealed that health problems of all the school students remained high magnitude. The five top ranks for prevalence rate of health problems were dental caries (36.6%), visual acuity problem (27.7%), over-nutrition (16.8%), head lice (12.8%), and under-nutrition (6.8%), respectively. However, when compared between government and private schools among five health problems; dental caries (55.0% vs 19.9%), visual acuity problem (23.1% vs 31.9%), over-nutrition (20.2% vs 13.8%), head lice (26.5% vs 0.3%), and under-nutrition (10.6% vs 3.4%) with Chi-square analysis, there were significantly different (p < .001). The problem of visual acuity seems to be more serious in private schools while other health problems tend to be more critical in government schools. The findings have suggested that parents who have children in the private primary schools should pay more attention to visual health defects whereas parents with children in the government school should pay more vigilance regards to hygiene and health behavior problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20health%20nursing" title="community health nursing">community health nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20health%20service" title=" school health service"> school health service</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20status" title=" health status"> health status</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20children" title=" primary school children"> primary school children</a> </p> <a href="https://publications.waset.org/abstracts/106129/health-status-among-government-and-private-primary-school-children-in-the-central-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9316</span> Security Issues and Primary School Participation in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mwanza">Rose Mwanza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates security factors influencing primary school pupils’ school participation in Kenya. Schools, communities and the Government all have roles to play in enhancing primary school pupil’s school participation. The effective security system of a country provides the necessary avenues to facilitate improved health services protection of children and allows free movement of the country’s citizens which leads to a conducive atmosphere for school participation. Kenya is a signatory to international commitments and conventions related to security such as the National Policy on Peace Building and Conflict Management, United Nations Development Assistance Framework and Key Security Unity, which enable primary school pupils to participate in education. The paper also looks at the strategies the Government of Kenya has put in place to ensure effective pupil school participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20school" title=" participation in school"> participation in school</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/175481/security-issues-and-primary-school-participation-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9315</span> Parents' Expectations from Compulsory Pre-School Education in the Slovak Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, the aim of which was to find out the attitudes of parents to the planned compulsory pre-school education in the Slovak Republic. The research was conceived as an entry into the field of the researched issue and its aim was to support the validity and effectiveness of items in the questionnaire, which was created based on the statements of parents. The research method was an interview with 15 parents whose children attended kindergarten. The main question of the interviews was to find out what are the parents' expectations from compulsory pre-school education, which will be compulsory in the Slovak Republic from 2021 for all 5-year-old children. From the introduction of compulsory pre-school education, the professional public expects in particular greater participation of children from marginalized Roma communities in pre-school education, as well as children from socially disadvantaged backgrounds, better preparation of children for primary school and better results in international testing. The research found that the expectations of parents are different and depend on their socio-economic status, in accordance with which they place greater importance on the upbringing and education of children. The findings from interviews with parents contributed to the formulation of items in the questionnaire, which will be distributed to parents whose children will attend compulsory pre-school education in the Slovak Republic from 2021. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations%20from%20pre-school%20education" title=" parental expectations from pre-school education"> parental expectations from pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127311/parents-expectations-from-compulsory-pre-school-education-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9314</span> Predictors of School Safety Awareness among Malaysian Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ssekamanya">Ssekamanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastura%20Badzis"> Mastura Badzis</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamsiah%20Ismail"> Khamsiah Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayang%20Shuzaidah%20Bt%20Abduludin"> Dayang Shuzaidah Bt Abduludin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rising incidents of school violence worldwide, educators and researchers are trying to understand and find ways to enhance the safety of children at school. The purpose of this study was to investigate the extent to which the demographic variables of gender, age, length of service, position, academic qualification, and school location predicted teachers’ awareness about school safety practices in Malaysian primary schools. A stratified random sample of 380 teachers was selected in the central Malaysian states of Kuala Lumpur and Selangor. Multiple regression analysis revealed that none of the factors was a good predictor of awareness about school safety training, delivery methods of school safety information, and available school safety programs. Awareness about school safety activities was significantly predicted by school location (whether the school was located in a rural or urban area). While these results may reflect a general lack of awareness about school safety among primary school teachers in the selected locations, a national study needs to be conducted for the whole country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20safety%20awareness" title="school safety awareness">school safety awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors%20of%20school%20safety" title=" predictors of school safety"> predictors of school safety</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression%20analysis" title=" multiple regression analysis"> multiple regression analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=malaysian%20primary%20schools" title=" malaysian primary schools"> malaysian primary schools</a> </p> <a href="https://publications.waset.org/abstracts/45296/predictors-of-school-safety-awareness-among-malaysian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45296.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9313</span> Maternal Parenting Style and Moral Development of Primary School Students: Evidence from Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghulam%20Zahra">Ghulam Zahra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parenting style affects the morality of their children. There is plenty of evidence to support the effect of parenting styles on the morality of their children. Therefore, this research is considered essential and suitable. Thus, the main objective of this study was to assess the correlation between the parenting style of mothers and the moral development of primary school students. The population consisted of all primary school students enrolled in the province of Punjab. The sample was comprised of twelve hundred thirty-nine primary school students. One questionnaire was adapted to explore the parenting styles of mothers and to assess the level of students’ level of morality; a moral development scale was adopted. The conclusions showed that there was a significant correlation exist among authoritarian parenting style, permissive parenting, and moral developments. Based on findings, it is recommended that parents should follow a warm style of parenting for the sake of the moral development of their children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20parenting%20style" title="maternal parenting style">maternal parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=authoritative%20parenting" title=" authoritative parenting"> authoritative parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=authoritarian%20parenting" title=" authoritarian parenting"> authoritarian parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=permissive%20parenting" title=" permissive parenting"> permissive parenting</a> </p> <a href="https://publications.waset.org/abstracts/150102/maternal-parenting-style-and-moral-development-of-primary-school-students-evidence-from-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9312</span> A Conversation about Inclusive Education: Revelations from Namibian Primary School Teachers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20Nghiteke">M. D. Nghiteke</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mji"> A. Mji</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20T.%20Molepo"> G. T. Molepo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education stems from a philosophy and vision, which argues that all children should learn together at school. It is not only about treating all pupils in the same way. It is also about allowing all children to attend school without any restrictions. Ten primary school teachers in a circuit in Namibia volunteered to participate in face-to-face interviews about inclusive education. The teachers responded to three questions about their (i) understanding of inclusive education; (ii) whether inclusive education was implemented in primary schools; and (iii) whether they were able to work with learners with special needs. Findings indicated that teachers understood what inclusive education entailed; felt that inclusive education was not implemented in their primary schools, and they were unable to work with learners with special needs in their classrooms. Further, the teachers identified training and resources as important components of inclusive education. It is recommended that education authorities should perhaps verify the findings reported here as well as ensure that the concerns raised by the teachers are addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classrooms%20and%20schools" title="classrooms and schools">classrooms and schools</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/96825/a-conversation-about-inclusive-education-revelations-from-namibian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9311</span> Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Inam">Ayesha Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Moazzam"> R. Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Akhtar"> Z. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20mothers" title="perception of mothers">perception of mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20to%20preschool" title=" entry to preschool"> entry to preschool</a> </p> <a href="https://publications.waset.org/abstracts/108714/indigenous-conceptualization-of-school-readiness-mothers-perspective-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9310</span> Mother and Father Involvement and Students’ School Performance: A Study on Private Primary Schools in Bahir Dar City, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alemayehu%20Belay%20Emagnaw">Alemayehu Belay Emagnaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to investigate the relationship of mother and father involvement with students’ school performance and the effect of selected family demographic variables (mother and father education, family structure and sex of students) to the involvement of mothers and fathers in their children’s school performance. In addition, this study attempted to differentiate the level of involvement of mothers’ and fathers’ in their children’s school performance. The research was conducted in Bahirdar City, Ethiopia. A total of 175 students (boys were 85 and girls were 90) of grade 7th and 8th private primary schools were selected as respondents using stratified random sampling technique. The data were collected using a questionnaire. Analysis of the data showed that fathers and mothers have significant involvement in their children’s school performance. A significant difference was also found between mothers and fathers involvement in their children’s school performance. Mothers were better involved in their children school performance than fathers. The analysis of inter-correlation between variables showed that there is a statistically significant relationship between mother and father education, mother and father involvement, and school performance whereas, family structure and sex of the child had no significant relationship with school performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20structure" title="family structure">family structure</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20education" title=" parental education"> parental education</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performance" title=" school performance"> school performance</a> </p> <a href="https://publications.waset.org/abstracts/110102/mother-and-father-involvement-and-students-school-performance-a-study-on-private-primary-schools-in-bahir-dar-city-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9309</span> Electronic Media and Physical Activity of Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Srna%20Jenko%20Miholic">Srna Jenko Miholic</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Borovec"> Marta Borovec</a>, <a href="https://publications.waset.org/abstracts/search?q=Josipa%20Persun"> Josipa Persun </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The constant expansion of technology has further accelerated the development of media and vice versa. Although its promotion includes all kinds of interesting and positive sides, the poor functioning of the media is still being researched and proven. Young people, as well as children from the earliest age, resort to the media the most, so it is necessary to defend the role of adults as it were parents, teachers, and environment against virtual co-educators such as the media. The research aim of this study was to determine the time consumption of using electronic media by primary school children as well as their involvement in certain physical activities. Furthermore, to determine what is happening when parents restrict their children's access to electronic media and encourage them to participate in alternative contents during their leisure time. Result reveals a higher percentage of parents restrict their children's access to electronic media and then encourage children to socialize with family and friends, spend time outdoors, engage in physical activity, read books or learn something unrelated to school content even though it would not be children's favorite activity. The results highlight the importance of parental control when it comes to children's use of electronic media and the positive effects that parental control has in terms of encouraging children to be useful, socially desirable, physically active, and healthy activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title="elementary school">elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media" title=" digital media"> digital media</a>, <a href="https://publications.waset.org/abstracts/search?q=leisure%20time" title=" leisure time"> leisure time</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20engagement" title=" physical engagement"> physical engagement</a> </p> <a href="https://publications.waset.org/abstracts/128697/electronic-media-and-physical-activity-of-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9308</span> Predictors of Social Participation of Children with Cerebral Palsy in Primary Schools in Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marija%20Zuli%C4%87">Marija Zulić</a>, <a href="https://publications.waset.org/abstracts/search?q=Vanda%20H%C3%A1jkov%C3%A1"> Vanda Hájková</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Brki%C4%87-Jovanovi%C4%87"> Nina Brkić-Jovanović</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Rathousov%C3%A1"> Linda Rathousová</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanja%20Tomi%C4%87"> Sanja Tomić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cerebral palsy is primarily reflected in the disorder of the development of movement and posture, which may be accompanied by sensory disturbances, disturbances of perception, cognition and communication, behavioural disorders and epilepsy. According to current inclusive attitudes towards people with disabilities implies that full social participation of children with cerebral palsy means inclusion in all activities in family, peer, school and leisure environments in the same scope and to the same extent as is the case with the children of proper development and without physical difficulties. Due to the fact that it has been established that the quality of children's participation in primary school is directly related to their social inclusion in future life, the aim of the paper is to identify predictors of social participation, respectively, and in particular, factors that could to improve the quality of social participation of children with cerebral palsy, in the primary school environment in Czech Republic. The study includes children with cerebral palsy (n = 75) in the Czech Republic, aged between six and 12 years who attend mainstream or special primary schools to the sixth grade. The main instrument used was the first and third part of the School function assessment questionnaire. It will also take into account the type of damage assessed according to a scale the Gross motor function classification system, five–level classification system for cerebral palsy. The research results will provide detailed insight into the degree of social participation of children with cerebral palsy and the factors that would be a potential cause of their levels of participation, in regular and special primary schools, in different socioeconomic environments in Czech Republic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebral%20palsy" title="cerebral palsy">cerebral palsy</a>, <a href="https://publications.waset.org/abstracts/search?q=Czech%20republic" title=" Czech republic"> Czech republic</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20participation" title=" social participation"> social participation</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20school%20function%20assessment" title=" the school function assessment"> the school function assessment</a> </p> <a href="https://publications.waset.org/abstracts/67841/predictors-of-social-participation-of-children-with-cerebral-palsy-in-primary-schools-in-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9307</span> Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20opinions%20on%20pre-school%20education" title=" parents’ opinions on pre-school education"> parents’ opinions on pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127291/parents-opinions-on-compulsory-pre-school-attendance-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9306</span> Teaching for Gender and Sexual Diversity in South African Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shakila%20%20Singh">Shakila Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Devanya%20Reddy"> Devanya Reddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Navisha%20Sewnath"> Navisha Sewnath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children spend a substantial time at school, and their awareness and construction of sexual identities are significantly impacted by their teachers. South African primary schools locate sex and sexuality education in the Life Orientation (LO), leaving all engagement with issues of identity and diversity in the domain of LO teachers. This paper examines the views and experiences of selected teachers regarding their engagement with sexual diversity in a primary school in South Africa. This is a small-scale qualitative study. The sample comprised twelve teachers (including non-LO teachers), and the main research method was a semi-structured interview. The findings show that the teachers have limited understanding of sexual diversity. They mostly hold heteronormative and moralistic views, negate children's sexuality, and they are awkward about acknowledging and discussing diverse sexualities. We argue that teachers need to reflect on their own conservative socialisation and moral judgements, address their discomfort concerning addressing issues of sex and sexual diversity with children, and create an environment for children to construct their sexualities within a supportive context. Teacher Education must, therefore, prepare teachers in a manner that recognises the complex ways gender and sexuality infuse all aspects of learners' lives and prepare all teachers for a non-judgmental approach to sexual inclusion that challenges heteronormativity in primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=sexuality%20education" title=" sexuality education"> sexuality education</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20diversity" title=" sexual diversity"> sexual diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/178214/teaching-for-gender-and-sexual-diversity-in-south-african-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9305</span> Trend of Overweight and Obesity, Based on Population Study among School Children in North West of Iran: Implications for When to Intervene</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakineh%20Nouri%20Saeidlou">Sakineh Nouri Saeidlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Rezaiegoyjeloo"> Fatemeh Rezaiegoyjeloo</a>, <a href="https://publications.waset.org/abstracts/search?q=Parvin%20Ayremlou"> Parvin Ayremlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Babaie"> Fariba Babaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Childhood overweight and obesity is a major public health problem in both developed and developing countries. Overweight and obesity in children may have severe consequences later in adolescence and adulthood. The aim of current study was to determine the prevalence trend of overweight and obesity in school-aged children from 2009 to 2011. Methods: The present study was a population-based study and conducted in three consecutive years, from 2009 to 2011. The study population included all of primary, secondary and high school children in rural and urban regions of West Azarbijan province in West-North of Iran. Body mass index (BMI), the ratio of weight to height squared [weight (kg)]/ [height (m)]2, was calculated to the nearest decimal place. Overweight and obesity were classified using CDC recommendations for age and sex: a BMI 85th–95th percentile was classified as overweight and a BMI>95th percentile was classified as obese. All statistical analyses were performed using the Excel Software. Descriptive statistics were used to characterize the sample in different time periods. The prevalence was calculated as the ratio of number present cases to a given population number in a given subgroup at a given time. Results: Overall, 165740, 145146 and 146203 school children were assessed at 2009, 2010 and 2011, respectively. Prevalence of overweight in primary school children among girls were 52.83, 86.93 and 116.36 and for boys were 57.07, 53.4 and 93.55 per 1000 person in 2009, 2010 and 2011 years ,respectively. The prevalence of obesity in secondary school children for girls were 22.26, 27.75 and 28.43 and 26.52, 25.72 and 35.85 for boys per 1000 person in 2009, 2010 and 2011, respectively, The highest prevalence of overweight was 77.58, 142.4 and 126.46 per 1000 person among primary, secondary and high school children, respectively, in 2011. The lowest prevalence of obesity was 12.52, 24.1 and 21.61 per 1000 person among primary, secondary and high school children, respectively, in 2009. Conclusion: However, the rapid increase in both obesity and overweight should have a special attention. Research on prevalence trend of overweight and obesity in children is poorly reported in Iran. So that, future studies need to follow-up on the associations between overweight and obesity with health outcomes when children develop and reach adolescence and adulthood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=overweight" title="overweight">overweight</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence%20trend" title=" prevalence trend"> prevalence trend</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/42479/trend-of-overweight-and-obesity-based-on-population-study-among-school-children-in-north-west-of-iran-implications-for-when-to-intervene" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9304</span> The Influence of Physical Activity and Sporting Regular on the School Performances of Pupils Ages 6-10 Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kheira%20A.%20Bekhechi">Kheira A. Bekhechi</a>, <a href="https://publications.waset.org/abstracts/search?q=Belkacem%20Khiat"> Belkacem Khiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of our study is to know if there is an influence of the regular sporting physical-activity on the school performances of Algerian children. An experimental group composed of 55 sporting pupils and a reference group of 55 non-sporting pupils between 6 to10 years old (boys and girls) of the primary schools in Oran (Algeria) were followed during 15 months (Five terms). The socio-demographic data was collected from a survey given to pupils of the two groups and the school results from the administration at the end of each term. The sporting pupils have a general school average significantly higher than those of the non- sporting pupils (p < 0.05). The practice of physical activity and regular sporting by the children would deserve to be largely encouraged based on the beneficial effects not only on health but also on the academic performance. The parents, teachers and health professionals should be strongly aware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20capacities" title="cognitive capacities">cognitive capacities</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity%20and%20sport" title=" physical activity and sport"> physical activity and sport</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performances" title=" school performances"> school performances</a> </p> <a href="https://publications.waset.org/abstracts/89454/the-influence-of-physical-activity-and-sporting-regular-on-the-school-performances-of-pupils-ages-6-10-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9303</span> The Difficulties Encountered in Overseeing Learner-Centered Instructional Activities for Elementary School Children in Ho Chi Minh City, Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Son%20Huynh">Van Son Huynh</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20Huan%20Nguyen"> Thanh Huan Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Tat%20Thien%20Do"> Tat Thien Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Thi%20Mai%20Thu%20Nguyen"> Thi Mai Thu Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thien%20Vu%20Giang"> Thien Vu Giang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the necessity for substantial and all-encompassing educational reform, particularly in elementary Education, it is imperative to prioritize learner-centered instruction at the elementary level. This study focuses on the difficulties encountered in overseeing learner-centered instructional activities for elementary school children in Ho Chi Minh City (HCMC), the largest city in Vietnam in terms of population. Although learner-centered solutions have been implemented, there are still certain weaknesses, including an emphasis on content and worries about lax monitoring. The purpose of this study, named "Management of Learner-Centered Teaching Activities for Primary School Students in HCMC," is to enhance and advance theories related to the management of learner-centered teaching activities. The study evaluates the present condition of learner-centered teaching activities and management practices in HCMC, aiming to suggest solutions for improving the efficiency of managing such activities in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children%20in%20Ho%20Chi%20Minh%20City" title=" school children in Ho Chi Minh City"> school children in Ho Chi Minh City</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20instructional%20activities" title=" learner-centered instructional activities"> learner-centered instructional activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20teaching%20activities%20and%20management." title=" learner-centered teaching activities and management."> learner-centered teaching activities and management.</a> </p> <a href="https://publications.waset.org/abstracts/180049/the-difficulties-encountered-in-overseeing-learner-centered-instructional-activities-for-elementary-school-children-in-ho-chi-minh-city-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9302</span> Student Absenteeism as a Challenge for Inclusion: A Comparative Study of Primary Schools in an Urban City in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deepa%20Idnani">Deepa Idnani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attendance is an important factor in school success among children. Studies show that better attendance is related to higher academic achievement for students of all backgrounds, but particularly for children with lower socio-economic status. Beginning from the early years, students who attend school regularly score higher on tests than their peers who are frequently absent. The present study in different types of School In Delhi tries to highlight the impact of student absenteeism and the challenges it poses for the students. The study relies on Lewin ‘Model of Exclusion’ and tries to focus on the analysis of children with special needs and the inclusion and exclusion of students in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20absenteeism" title="student absenteeism">student absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education%20act" title=" right to education act"> right to education act</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusion" title=" exclusion"> exclusion</a> </p> <a href="https://publications.waset.org/abstracts/49853/student-absenteeism-as-a-challenge-for-inclusion-a-comparative-study-of-primary-schools-in-an-urban-city-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9301</span> Prevalence Pediculosis and Associated Risk Factors in Primary-School Children of Mazandaran Province, Iran, 2012-2013</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Farzad%20Motevalli-Haghi">Seyyed Farzad Motevalli-Haghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Javad%20Rafinejad"> Javad Rafinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahboobeh%20Hosseni"> Mahboobeh Hosseni</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamshid%20Yazdani-Charati"> Jamshid Yazdani-Charati</a>, <a href="https://publications.waset.org/abstracts/search?q=Behzad%20Parsi"> Behzad Parsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and purpose: Pediculosis is a worldwide public health concern. This descriptive study was performed on primary-school-aged children to determine the prevalence of pediculosis and its risk factors in Mazandaran Province, Iran, on basis of geographic information system (GIS). Materials and methods: A random sampling method was used to select 45237 school-aged children from Sari to Ramsar cities during September 2012 to June 2013. Data were collected from the selected schools by five trained nursing inspectors. A detailed questionnaire was filled for each child prior to hair examination following which examination was carried out to detect head lice as well as eggs/nits. Data were analyzed chi-square test. Finally, the GIS map was obtained in province informational chart. Results: 823 primary-school children (of 45237) were infected with lice in Mazandaran Province. The mean infection prevalence was 1.4% in cities 5.64% in rural area from Sari to Ramsar. There were significant relationships between pediculosis and some factors (P<0.05). GIS map revealed that the contamination was less in west than in east and central regions. Conclusion: Increasing awareness and training of teachers and parents, as well as improving standards of personal health can significantly reduce the prevalence of pediculosis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pediculosis%20capitis" title="pediculosis capitis">pediculosis capitis</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20children" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/abstracts/search?q=epidemiology" title=" epidemiology"> epidemiology</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20information%20system%20%28GIS%29" title=" geographic information system (GIS)"> geographic information system (GIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=Mazandaran" title=" Mazandaran"> Mazandaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/16612/prevalence-pediculosis-and-associated-risk-factors-in-primary-school-children-of-mazandaran-province-iran-2012-2013" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16612.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">550</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9300</span> Breakfast Eating Pattern Associated with Nutritional Status of Urban Primary Schoolchildren in Iran and India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahar%20Hooshmand">Sahar Hooshmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Bagherzadeh%20Anasari"> Mohammad Reza Bagherzadeh Anasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the effect of breakfast eating pattern (between frequencies of breakfast consumers and non-consumers) on nutritional status (weight for age, height for age and weight for height). A total 4570 primary school children aged 6-9 years old constituted the sample. From these, 2234 Iranian school children (1218 girls and 1016 boys) and 2336 Indian school children (1096 girls and 1240 boys) were included in a cross sectional study. Breakfast frequency consumption was recorded through an interview with mothers of children. Height and wight of children were taken and body mass index were calculated. The World Health Organization’s (WHO) AnthroPlus software used to assess the nutritional status of the children. Weight for age z-scores were slightly associated with frequency of consuming breakfast in both India (χ2 = 60.083, p=0.000) and Iran (χ2 = 18.267, p=0.032). A significant association was seen between frequency of child‘s breakfast intake and the height z-scores in both India (χ2 = 31.334, p=0.000) and Iran (χ2 = 19.443, p=0.022). Most of children with normal height had breakfast daily in both countries. A significant association was seen with children‘s BMI z-scores of Indian children (χ2 = 31.247, p=0.000) but it was not significant in Iran (χ2 = 10.791, p=0.095). The present study confirms the observations of other studies that showed more frequency in having breakfast is associated with better nutritional status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breakfast" title="breakfast">breakfast</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20food%20security" title=" global food security"> global food security</a> </p> <a href="https://publications.waset.org/abstracts/5364/breakfast-eating-pattern-associated-with-nutritional-status-of-urban-primary-schoolchildren-in-iran-and-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5364.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9299</span> The School Threshold's Identity as a Place for Interaction: Research Project with the Participation of Elementary-School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Bazaiou">Natalia Bazaiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school entrance is one of the most important places in the everyday lives of children. As an intersection between school and public realm of the city, it is characterized by gradations of porous and rigid boundaries. Depending on its function, it can serve as a threshold or as a boundary. Additionally, it is a spatial condition that facilitates a dialogue between the school and the city and draws content from both. School thresholds are important in supporting the role of the school as an important node in the city and a bridge between children's various everyday life dynamics by demonstrating prominent usage and meaning as a place that is open to the community as well as to possibilities and physical interaction. In this research, we examine the role of the "realm of the in-between" between school and city through the architecture workshops for children at Hill Memorial School in Athens, in which we explore children's perceptions, wishes, and ideas related to their familiar everyday places of transition from school to city and vice versa. Also discussed in the presentation are the writings of Herman Hertzberger, Aldo Van Eyck, Jaap Bakema and others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold" title="threshold">threshold</a>, <a href="https://publications.waset.org/abstracts/search?q=city" title=" city"> city</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=cinematic%20tools" title=" cinematic tools"> cinematic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20architecture" title=" school architecture"> school architecture</a> </p> <a href="https://publications.waset.org/abstracts/174138/the-school-thresholds-identity-as-a-place-for-interaction-research-project-with-the-participation-of-elementary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174138.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9298</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with special educational needs. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom thirteen were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioral difficulties is also evident from this study. Children with behavior difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behavior problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behavior problems to teachers’ deficiencies, followed by school lack of resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/130946/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9297</span> Anomalies of Visual Perceptual Skills Amongst School Children in Foundation Phase in Olievenhoutbosch, Gauteng Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Bonolo%20Mathevula">Maria Bonolo Mathevula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Children are important members of communities playing major role in the future of any given country (Pera, Fails, Gelsomini, &Garzotto, 2018). Visual Perceptual Skills (VPSs) in children are important health aspect of early childhood development through the Foundation Phases in school. Subsequently, children should undergo visual screening before commencement of schooling for early diagnosis ofVPSs anomalies because the primary role of VPSs is to capacitate children with academic performance in general. Aim : The aim of this study was to determine the anomalies of visual VPSs amongst school children in Foundation Phase. The study’s objectives were to determine the prevalence of VPSs anomalies amongst school children in Foundation Phase; Determine the relationship between children’s academic and VPSs anomalies; and to investigate the relationship between VPSs anomalies and refractive error. Methodology: This study was a mixed method whereby triangulated qualitative (interviews) and quantitative (questionnaire and clinical data) was used. This was, therefore, descriptive by nature. The study’s target population was school children in Foundation Phase. The study followed purposive sampling method. School children in Foundation Phase were purposively sampled to form part of this study provided their parents have given a signed the consent. Data was collected by the use of standardized interviews; questionnaire; clinical data card, and TVPS standard data card. Results: Although the study is still ongoing, the preliminary study outcome based on data collected from one of the Foundation Phases have suggested the following:While VPSs anomalies is not prevalent, it, however, have indirect relationship with children’s academic performance in Foundation phase; Notably, VPSs anomalies and refractive error are directly related since majority of children with refractive error, specifically compound hyperopic astigmatism, failed most subtests of TVPS standard tests. Conclusion: Based on the study’s preliminary findings, it was clear that optometrists still have a lot to do in as far as researching on VPSs is concerned. Furthermore, the researcher recommends that optometrist, as the primary healthcare professionals, should also conduct the school-readiness pre-assessment on children before commencement of their grades in Foundation phase. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foundation%20phase" title="foundation phase">foundation phase</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptual%20skills" title=" visual perceptual skills"> visual perceptual skills</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a>, <a href="https://publications.waset.org/abstracts/search?q=refractive%20error" title=" refractive error"> refractive error</a> </p> <a href="https://publications.waset.org/abstracts/148271/anomalies-of-visual-perceptual-skills-amongst-school-children-in-foundation-phase-in-olievenhoutbosch-gauteng-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9296</span> Maternal Deprivation as Predictor of Academic Performance and Psychosocial Adjustment of Primary School Pupils in Abeokuta Metropolis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abayomi%20Olatoke%20Adejobi">Abayomi Olatoke Adejobi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated maternal deprivation as predictor of academic performance and psychosocial adjustment of primary school pupils in Abeokuta metropolis. Three null hypotheses were formulated to guide the study. Two hundred public primary school pupils were randomly selected as subjects for the study. The instruments used for data collection were Index of Family Relations (IFR) by Hudson, modified version of Psychosocial Adjustment Scale (PAS) by O’ bailey and Academic records of the pupils from Cumulative Records Folder (CRF). The data collected were statistically treated and the three hypotheses were tested using t-test and Pearson Product Moment Correlation Confident statistical methods at 0.05 alpha level. The results of the analysis showed that there is a significant difference in the academic performance of children who suffered maternal deprivation and those who did not (t – 5.61; df = 198; P < 0.05). Also, there was a significant relationship between psychosocial adjustment of children and maternal deprivation (r = 0.37, df = 10; P < 0.05), while there was no significant difference in academic performance of boys and girls who suffered maternal deprivation (t = 0.32; df = 109; P > 0.05). Based on the results some recommendations were made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20deprivation" title="maternal deprivation">maternal deprivation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20adjustment" title=" psychosocial adjustment"> psychosocial adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20pupils" title=" primary school pupils"> primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/10960/maternal-deprivation-as-predictor-of-academic-performance-and-psychosocial-adjustment-of-primary-school-pupils-in-abeokuta-metropolis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9295</span> Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education" title="right to education">right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title=" out of school children"> out of school children</a> </p> <a href="https://publications.waset.org/abstracts/32882/role-of-special-training-centers-stc-in-right-to-education-act-challenges-and-remedies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9294</span> The Relationship between Body Composition and Physical Fitness of Primary School Learners from a Pre-Dominantly Rural Province in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Howard%20Gomwe">Howard Gomwe</a>, <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Seekoe"> Eunice Seekoe</a>, <a href="https://publications.waset.org/abstracts/search?q=Philemon%20Lyoka"> Philemon Lyoka</a>, <a href="https://publications.waset.org/abstracts/search?q=Chioneso%20Show%20Marange"> Chioneso Show Marange</a>, <a href="https://publications.waset.org/abstracts/search?q=Dennyford%20Mafa"> Dennyford Mafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is arguably a lack of literature regarding body physical fitness and body composition amongst primary school learners in South Africa. For this reason, the study is aimed at investigating and accessing how body composition relates to physical fitness amongst primary school learners in the Eastern Cape Province of South Africa. In order to achieve this, a school-based cross-sectional survey was carried out among 876 primary school learners aged 9 to 14 years. Body composition indicators were measured and/or calculated, whilst physical fitness was evaluated according to the EUROFIT fitness standards by a 20 m shuttle run, push-ups, sit and reach as well as sit-ups. Out of 876 participants, a total of 870 were retained. Of these, 351 (40.34%) were boys, and 519 (59.66%) were girls. The average age of learners was 11.04 ± 1.50 years, with boys having a significantly (p = 0.002) higher mean age (M = 11.24; SD = 1.51 years) as compared to that of girls (M = 10.91; SD = 1.48 years). The non-parametric Spearman Rho correlation coefficients revealed several significant and negative relationships between body composition measurements with physical fitness characteristics, which were stronger in girls than in boys. The findings advocate for policymakers and responsible authorities to initiate the development of policies and interventions targeted at encouraging physical activity and health promotion among primary school learners in South Africa, especially in girls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BMI" title="BMI">BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20composition" title=" body composition"> body composition</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20fat" title=" body fat"> body fat</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/141578/the-relationship-between-body-composition-and-physical-fitness-of-primary-school-learners-from-a-pre-dominantly-rural-province-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9293</span> Melaninic Discrimination among Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margherita%20Cardellini">Margherita Cardellini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To our knowledge, dark skinned children are often victims of discrimination from adults and society, but few studies specifically focus on skin color discrimination on children coming from the same children. Even today, the 'color blind children' ideology is widespread among adults, teachers, and educators and maybe also among scholars, which seem really careful about study expressions of racism in childhood. This social and cultural belief let people think that all the children, because of their age and their brief experience in the world, are disinterested in skin color. Sometimes adults think that children are even incapable of perceiving skin colors and that it could be dangerous to talk about melaninic differences with them because they finally could notice this difference, producing prejudices and racism. Psychology and neurology research projects are showing for many years that even the newborns are already capable of perceiving skin color and ethnic differences by the age of 3 months. Starting from this theoretical framework we conducted a research project to understand if and how primary school children talk about skin colors, picking up any stereotypes or prejudices. Choosing to use the focus group as a methodology to stimulate the group dimension and interaction, several stories about skin color discrimination's episodes within their classroom or school have emerged. Using the photo elicitation technique we chose to stimulate talk about the research object, which is the skin color, asking the children what was ‘the first two things that come into your mind’ when they look the photographs presented during the focus group, which represented dark and light skinned women and men. So, this paper will present some of these stories about episodes of discrimination with an escalation grade of proximity related to the discriminatory act. It will be presented a story of discrimination happened within the school, in an after-school daycare, in the classroom and even episode of discrimination that children tell during the focus groups in the presence of the discriminated child. If it is true that the Declaration of the Right of the Child state that every child should be discrimination free, it’s also true that every adult should protect children from every form of discrimination. How, as adults, can we defend children against discrimination if we cannot admit that even children are potential discrimination’s actors? Without awareness, we risk to devalue these episodes, implicitly confident that the only way to fight against discrimination is to keep her quiet. The right not to be discriminated goes through the right to talk about its own experiences of discrimination and the right to perceive the unfairness of the constant depreciation about skin color or any element of physical diversity. Intercultural education could act as spokesperson for this mission in the belief that difference and plurality could really become elements of potential enrichment for humanity, starting from children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colorism" title="colorism">colorism</a>, <a href="https://publications.waset.org/abstracts/search?q=experiences%20of%20discrimination" title=" experiences of discrimination"> experiences of discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20children" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/abstracts/search?q=skin%20color%20discrimination" title=" skin color discrimination"> skin color discrimination</a> </p> <a href="https://publications.waset.org/abstracts/77410/melaninic-discrimination-among-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9292</span> The Effect of Parents and Coaches on Preschool Children's Self-Control in Preschool Centers in District 5 of Tehran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alieh%20Arasteh">Alieh Arasteh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to investigate the effect of parents and educators on the self-control of children in pre-primary schools in District 5 of Tehran. The method of this survey was a survey and post-correlation type. The statistical population of this study included all teachers and parents of children in preschool centers in the region. The 5th city of Tehran in 1397 was the number of kindergartens in 117 centers and the number of parents was 1872, the sample size of the parents was 320 and the sample size of the trainers was 76. The method of sampling in this study was randomized and clustered. The data gathering tool was Rosenbaum and Ronen (1992) self-control skills, a five-factor questionnaire NEO personality Costa and McCrae (1985) and a questionnaire on demographic characteristics, reliability using Cronbach's alpha, the data analysis was performed using the software spss24. The results of the research showed that the personality characteristics of parents, parents' socioeconomic status and personality traits of educators affect the self-control dimensions of pre-primary school children (P <0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-control" title="self-control">self-control</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-primary%20school" title=" pre-primary school"> pre-primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20effect%20of%20parents" title=" the effect of parents"> the effect of parents</a>, <a href="https://publications.waset.org/abstracts/search?q=couches" title=" couches"> couches</a> </p> <a href="https://publications.waset.org/abstracts/138976/the-effect-of-parents-and-coaches-on-preschool-childrens-self-control-in-preschool-centers-in-district-5-of-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=primary%20school%20children&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=primary%20school%20children&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=primary%20school%20children&page=4">4</a></li> <li class="page-item"><a class="page-link" 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