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The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

In tackling the widespread problem of bullying victimisation, researchers have acknowledged the value of focusing on changing bullying-related beliefs and using peer-based interventions. In three studies (N = 419, 237 intervention and 182 controls), we tested the effectiveness of the CATZ cross-age teaching programme by inviting small groups of 11-year-olds to incorporate information supporting positive beliefs (concerning non-physical forms of bullying, the value of disclosing being bullied to adults, and helping victims) into a lesson they devised for themselves and to deliver that to small groups of 9-year-olds. Specifically, we examined if the intervention would promote that (i) non-physical forms of bullying are unacceptable (study 1), (ii) disclosing bullying to adults and getting the right kind of help have value and importance (study 2), and (iii) victims can be assisted in safe ways (study 3). Self-reports of nine specific aspects of these beliefs were collected from CATZ tutors and age-matched controls prior to and following the intervention, and at five-week follow-up in one study, using both open and closed questions. Results indicated significant positive effects of CATZ on all nine outcome variables, with mostly medium and high effect sizes. These findings support the use of CATZ to foster positive anti-bullying beliefs, and issues related to its wider uptake are discussed.

Mathematics is a difficult subject for students, causing low motivation, interest and student learning outcomes. To attract students to be more interested in learning mathematics, they must use interactive learning media so that learning is not boring and fun. This study aims to develop a multimedia adventure game in pyramid topic based on mobile learning in grade eight. This study uses the 4-D development model, however, at the stage of dissemination only limited distribution is carried out. The subjects in this study were grade eight students of one of junior school in Gorontalo District, Gorontalo Province, Indonesia. The results of the study based on the validation of topic and media experts showed that the quality of multimedia was good. Meanwhile, based on the teacher's ability for managerial to learn is also categorized as good, the activities of students during the learning process reach the ideal time criteria, the responses of all students are classified as very positive of 90.56% and learning tests show that 72.5% of students achieve completeness. This shows that the adventure multimedia game based on mobile learning in pyramid topic is valid, practise, and effective.

Background: The problem of purposeful systematic formation of professional ideas is particularly actual for visually impaired children in the context of reduced social contacts, at the same time an emotional sphere as a factor contributing to the compensation of the defect plays a great role for such children. Objective: To analyze the relationship of professional ideas of visually impaired young schoolchildren with personal components such as anxiety, aggression, level of introversion and extroversion. Methods: The respondents of the study were visually impaired junior students in the age from 9 to 11 years of the State public educational institution of Rostov Region, Russia “Rostov Special Boarding School Nº 38” in the amount of 94 people. We diagnosed the level of personal anxiety using the Spielberger scale. A questionnaire aimed at studying the ideas about the object of activity (E.I. Rogov) was used. Diagnostics of the level of aggression of schoolchildren was applied using the test “Cactus” (M. A. Panfilova). And the technique for diagnostics of professional activity motivation (K. Zamfir) was also used. Results: It has been established that the emotional and will component of professional ideas depends on the level of aggression, introversion and extroversion, from this point of view the combination of extroversion and aggression is favorable. The combination of introversion and aggression is the worst in respect of the emotional component, and introversion and non-aggressiveness is the worst in respect of the will component. Conclusion: The scientific categories presented in the article: professional ideas, anxiety, aggression, the degree of extroversion and introversion in the personality structure of visually impaired younger schoolchildren have certain relationships. The obtained data can be used preparing programs for purposeful formation of professional ideas of visually impaired younger schoolchildren.

The article presents theoretical generalizations of the process of forming the written competence of a junior schoolchild by means of calligraphic skills. The relevance of the issue raised in the article is associated with identifying the problems of deteriorating handwriting of a primary school student and the task facing an elementary school teacher, increasing the percentage of children who have a calligraphically accurate writing skill. The primary rules for mastering a calligraphic skill are the rules of landing, the position of the notebook, and then the rules related to the writing process, such as the tilt and position of letters on a line. The formation of written competence through the calligraphic skill of a junior schoolchild is the most important task of an elementary school teacher. This article is devoted to the issue of studying the written competence of younger students through the selection of diagnostics to determine the level of formation of calligraphic skills in younger students. When identifying the level of formation of calligraphic skills among first graders, the article describes the criteria and indicators of assessment: graphic literacy; calligraphic clarity and stability; connectivity; writing speed. On the basis of the selected criteria and indicators of the formation of calligraphic skills among first graders, the characteristics of the levels are also presented: high, medium and low. In accordance with the criteria and indicators of the formation of calligraphic skills, diagnostic tasks were selected for the first graders.

Introduction Secondhand smoke (SHS) exposure affects tobacco related health behaviors during adolescence and persists into adulthood. This study aimed to investigate the influence of SHS exposure on tobacco use among adolescents stratified by school and gender, and provide recommendations for controlling tobacco use in youth. Methods Through stratified random cluster sampling, 12278 selected students (aged 13-18 years) from schools in China were administered questionnaires. Multiple logistic regression was used to analyze whether SHS exposure would increase the smoking risk and susceptibility of adolescents. Results The prevalence of SHS exposure among the participating students was 74.8%. Adolescents exposed to SHS were at higher odds of being susceptible and currently smoking. Students with SHS exposure at both home and public places accounted for 36.6%, greatly increasing the current smoking risk and smoking susceptibility. Home SHS exposure had greater impact on the current tobacco use of boys (OR=2.13; 95% CI: 1.50-3.03) and junior school students (OR=4.67; 95% CI: 2.41-9.06). Exposure from public places increased the risk of current smoking in boys (OR=4.20; 95% CI: 2.31-7.65) and smoking susceptibility of vocational school students (OR=1.51; 95% CI: 1.07-2.15). Students with highlevel exposure to SHS had 2.25 times higher odds of e-cigarette use. Conclusions The prevalence of SHS exposure is still high among adolescents in China and is associated with increased risk for tobacco use regardless of gender and school level. Effective smoke-free strategies should be developed and strictly implemented. Boys and junior school students constitute vulnerable populations exposed to SHS at home.

The article is devoted to the observation of the overcoming methods of the effects of junior school aged children emotional deprivation.Purpose: to carry the theoretical analysis of the reversibility problem, correction and compensation of the emotional deprivation effects out in the concept of modern investigations and to suggest the own model of overcoming it in junior school aged children.Methods. The learning and the analysis of the emotional deprivation and its effects in children-orphans and in lained parental care children literature; the generalization and systematization of researches devoted to the children emotional deprivation correction; modeling for the construction of the program of overcoming the emotional deprivation effects in junior school aged children in the adoptive family conditions.Results. Due to the theoretical research data it is stated the presence of negative affect of emotional deprivation on children. It is established that the result of emotional deprivation is the complex of defections in physical, psychico, behavioring and social spheres.It is discovered that emotional deprivation effects appear in changing of limbic and endocrine systems, emotional, adaptive, behaviouring and cognitive disorders, psychosomatic diseases and even in deep psycho disorders.It is noticed that the emphasis difficulty of emotional deprivation results is due to the fact that different types of deprivation at once affect on children in the conditions of institutional establishments.It is noted that due to the same deprivation conditions we can observe absolutely different effects in children and the deepness of deprivation damages depends on the duration of child’s being in emotional deprivation situation.It is generalized that with the reversibility aim correction and compensation of emotional deprivation effects may be used readaptation, studying, resocialization, psychological correction, reabilitation, psychotherapy, psychological support. It is made and it is probed in the model of psychological support to the adoptive family with the aim of overcoming emotional deprivation effects in junior school aged children.Conclusions. The psychological support of adoptive families which is realized in the shape of specially organized events (diagnostics, education, correction, development, consulting) is one of the effective instruments of emotional deprivation effects correction in children.Key words: emotional deprivation, reversibility, compensation, correction the model of psychological support, junior school aged children, adoptive family. Статтю присвяченооглядуметодів подолання наслідків емоційної депривації у дітей молодшого шкільного віку.Мета. Здійснититеоретичний аналіз проблеми оберненості, корекції та компенсації наслідків емоційної депривації в руслі сучасних досліджень та запропонувати власну модель її подолання у дітей молодшого шкільного віку.Методи. Вивчення та аналіз літератури з проблеми емоційної депривації та її наслідків у дітей-сиріт та дітей, позбавлених батьківської опіки; узагальнення та систематизація наукових досліджень, присвячених корекції емоційної депривації у дітей; моделювання для побудови програми подолання наслідків емоційної депривації у дітей молодшого шкільного віку в умовах прийомної сім’ї.Результати. За даними теоретичного дослідження констатовано наявність негативного впливу емоційної депривації на дітей. Установлено, що результатами емоційної депривації є комплекс порушень у фізичній, психічній, поведінковій та соціальній сферах. Виявлено, що наслідки емоційної депривації проявляються у змінах лімбічної та ендокринної систем, емоційних, поведінкових, адаптаційних, когнітивних порушеннях, психосоматичних захворюваннях і навіть у глибоких пси-хічних розладах.Зауважено, що складність виділення наслідків емоційної депривації зумовлена тим фактом, що на дітей в умовах інституціональних закладів діють одразу декілька типів депривації.Відзначено, що за одних і тих самих деприваційних умов у дітей можуть спостерігатися абсолютно різні наслідки, а глибина деприваційних уражень залежить від тривалості перебування дитини в ситуації емоційної депривації.Узагальнено, що з метою оберненості, корекції та компенсації наслідків емоційної депривації можуть застосовуватися реадаптація, навчання, ресоціалізація, психологічна корекція, супровід, реабілітація, психотерапія.Розроблено та апробовано модель програми психологічного супроводу прийомної сім’ї з метою подолання наслідків емоційної депривації у дітей молодшого шкільного віку.Висновки. Психологічний супровід прийомних сімей, реалізований у формі спеціально організованих заходів (діагностика, просвіта, корекція, розвиток, консультування), є одним з ефективних інстру-ментів корекції наслідків емоційної депривації у дітей.Ключові слова: емоційна депривація,оберненість, компенсація, корекція, модель психологічного супроводу, діти молодшого шкільного віку, прийомна сім’я.

The study involved 67 aged 6 to 8 years (mean age 6.7 years) with a diagnosis of ADHD, diagnosed by a psychoneurologist. Among the respondents there were 64 boys and 3 girls. All children attended general secondary education or studied at home.Purpose. Рreliminary theoretical analysis of the basic methods of correction and the formulation of the basic principles of the implementation of individual programs of psychological correction for children from ADHD of preschool and young school age; Experimental development of the level of effectiveness and individual programs of psychological correction in work with ADHD in children of senior preschool and young school age.Methods. Тheoretical analysis of the peculiarities of the implementation of individual correction programs in work with children of preschool and young school age, which have symptomatic of ADHD; diagnostic questionnaire of Vanderbilt; methods of neuropsychological diagnostics; methods of mathematical statistics for related samples.Results. The results of the preliminary survey allowed dividing the children into 4 subgroups. For each subgroup, a set of strategies and corrective exercises was selected, based on the previously selected correction algorithm and general principles of correctional work. During the development of the correction program, emphasis was placed on the individual format of the specialist's work. This is due, on the one hand, to the difficulties of working in groups, which are not always available for children with ADHD and their social environment, and on the other to the difficulties of organizing such work during the COVID-19 pandemic, or possible deterioration of the epidemiological situation in our country in the future.When organizing the correction, the individual characteristics of children were taken into account. In addition to individual work with children, work was carried out with their social environment. The latter included psychoeducation, providing recommendations on strategies and methods for stabilizing the child's condition, involving parents in the process of performing corrective exercises in the psychologist's office.After corrective work, a re-examination was conducted. The data obtained from its results indicate positive changes in the psychological state of children in all 4 subgroups. In addition to reducing the intensity of pathological manifestations characteristic of ADHD, in some children there was an increase in efficiency, motivation to perform tasks, critical thinking.Conclusions. The results of the study allow us to talk about the effectiveness of an individualized approach to the correction of ADHD. This approach helps to minimize pathological manifestations and children, which, in turn, allows them to effectively master new activities.Key words: hyperactivity, attention deficit, impulsivity, attention deficit hyperactivity disorder (ADHD), behavior, preschool children, primary school children, psychological support, ADHD psychocorrection algorithms. У дослідженні взяли участь 67 дітей віком від 6-ти до 8-ми років (середній вік становив 6,7 років) з діагнозом СДУГ, установленим лікарем-психоневрологом. Серед респондентів було 64 хлопчики та 3 дівчинки. Усі діти відвідували заклади загальної середньої освіти або проходили навчання вдома.Мета. Теоретичнийаналіз існуючих методів корекції та формування основних принципів упровадження індивідуальної програми психологічної корекції для дітей зі СДУГ дошкільного та молодшого шкільного віку; експериментальне вивчення ступеня ефективності індивідуальної програми психологічної корекції в роботі зі СДУГ у дітей старшого дошкільного та молодшого шкільного віку.Методи. Теоретичний аналіз особливостей впровадження індивідуальних корекційних програм у роботі з дітьми дошкільного та молодшого шкільного віку, що мають симптоматику СДУГ; діагностичний опитувальник Вандербільта; методи нейропсихологічної діагностики; методи математичної статистики для пов’язаних вибірок.Результати. Результати попереднього обстеження дозволили поділити дітей на 4 підгрупи. Для кожної підгрупи було вибрано свій комплекс стратегій та корекційних вправ, що базувалися на вибраному попередньо алгоритмі корекції та загальних принципах організації корекційної роботи. Під час розроблення корекційної програми було зроблено акцент на індивідуальному форматі роботи спеціаліста. Це пов’язано, з одного боку, зі складнощами роботі в групах, яка не завжди є доступною для дітей зі СДУГ та їхнього соціального оточення, а з іншого – зі складнощами організації такої роботи в умовах пандемії COVID-19 чи можливих погіршень епідеміологічної ситуації в нашій країні у майбутньому.В організації корекції було враховано індивідуальні особливості дітей. Окрім індивідуальної роботи з дітьми, проводилася робота з їхнім соціальним оточенням. Остання включала психоедукацію, надання рекомендацій щодо стратегій та методів стабілізації стану дитини, долучення батьків до процесу виконання корекційних вправ у кабінеті психолога.Після проходження дітьми курсу корекції було проведено повторне обстеження. Дані, отримані за його результатами, вказують на позитивні зміні у психологічному стані дітей в усіх 4-х підгрупах. Окрім зменшення інтенсивності патологічних проявів, характерних для СДУГ, в окремих дітей було виявлено підвищення працездатності, мотивації до виконання завдань, критичності.Висновки. Pезультати дослідження дозволяють говорити про ефективність індивідуалізованого підходу до корекції СДУГ. Такий підхід сприяє мінімізації патологічних проявів у дітей, що у свою чергу дозволяє їм ефективно опановувати нові види діяльності. Останнє в перспективі буде призводити до подальшої корекції симптомів СДУГ.Ключові слова: гіперактивність, дефіцит уваги, імпульсивність, синдром дефіциту уваги та гіперактивності (СДУГ), поведінка, діти дошкільного віку, діти молодшого шкільного віку, психологічний суgровід, алгоритми психокорекції СДУГ

With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented. Keywords: assessment; dyslexia; infant reading interventions; learning cycle; mainstream primary school; reading difficulties; remediation

Mobile apps are fast emerging as assistive learning platforms for pre-schoolers, as well as junior school students. In fact, not just the parents but also the junior-level teachers encourage children to use mobile learning apps due to its many benefits such as interactive, enjoyable and informal, etc. Needless to say, the advent of mobile apps must also equitable for students with learning difficulties to take advantage of the same learning opportunities as other students. Students with learning difficulties suffer from disabilities in language, information processing, etc. that prevent them from performing their academic tasks in the same manner as other students. It is crucial to realize the development of mobile learning apps for students with learning difficulties requires inclusive designs that make the apps usable for them. The paper presents an evaluation of a mobile appDisleksia Belajar, which developed for students with dyslexia in junior school to learn the Malay language. Dyslexia is a common learning difficulty that causes problems with language processing e.g. reading and writing. The evaluation is performed using SUS and Fun ToolKit (v3) techniques, which intend to explore the usability and engagement of the mobile app. There is a total of 12 students with dyslexia aged 7 to 12 years old recruited as the participants. The findings contribute towards understanding and improvement for the future development of mobile learning apps for students that having similar difficulty.

A reconfiguration of relational space in schools is investigated to challenge a diametric spatial opposition between nature and culture, highlighted as a Western biased construct by Descola’s anthr...

The research problem was how the planning, implementation, problems and solving the problems which supervisor did in improving Islamic teachers’ pedagogic competencies at Government Junior School 10 Binjai, Binjai City, North Sumatera. The purpose of the study was to describe the planning, implementation, problems and solving the problems which supervisor did in improving Islamic teachers’ pedagogic competencies at Government Junior School 10 Binjai, Binjai City, North Sumatera. This research was conducted with qualitative methods. Research data collection was done by using interview, observation and documentation studies. Data analysis was done by using data reduction, data display, and conclusion, that the process took place in a circular during the study. The supervisor’s planning in improving Islamic teachers’ pedagogic competencies at State Junior High School 10 Binjai, Binjai City, North Sumatera conducted in early academic year and involving supervisors, principal, and the teachers. Planning arranged systematically in the Work Plan Trustees. The implementation of improving Islamic teachers’ pedagogic competencies at State Junior High Schoo l 10 Binjai, Binjai City, North Sumatera done in two ways: personal approach and group approach. Personal approach consisted of direct class visits, personal meeting and class observation. Group approach consisted of periodical meeting, the empowerment of Islamic Teachers Organization and trainings. Problems faced by Supervisor in improving Islamic teachers’ pedagogic competencies at State Junior High School 10 Binjai, Binjai City, North Sumatera were: 1) Technical problems, consisted of urgent unplanned worktrip and the large workfield which reduced meeting intensity with Islamic teachers; and 2) Non technical problems, which consisted of changing of national curriculum and changing of Teaching Plan Form. These several changes caused misunderstood among Islamic teachers. Supervisor solved the problems faced in improving Islamic teachers’ pedagogic competencies at State Junior High School 10 Binjai, Binjai City, North Sumatera by building effective communication with teachers, improving his personal performance and empowering Islamic Teachers Organization monthly.

Цель. Одной из приоритетных задач начального общего образования на современном этапе определено духовно-нравственное развитие младших школьников. В младшем школьном возрасте закладываются основы космополитического мировоззрения, воспитания поликультурной личности, способной к межкультурному взаимодействию. Предметом анализа в данной статье выступает поиск путей решения данной задачи. В качестве цели авторы обозначают определение методов и средств этнокультурного образования младших школьников. Метод или методология проведения работы. Основу исследования составили методы изучения нормативных документов, анализа и обобщения психолого-педагогической литературы, изучения культурологической и этнологической литературы, моделирования образовательного процесса. Результаты. Результаты работы заключаются в том, что авторы раскрывают особенности младшего школьного возраста, создающие основу для этнокультурного образования и воспитания поликультурной личности: восприимчивость младших школьников к эмоционально-ценностному, духовно-нравственному развитию, гражданскому воспитанию. Одним из путей формирования основ космополитического мировоззрения, воспитания поликультурной личности является погружение школьников в культуру конкретного народа. Освоение традиций, обычаев, национальных искусств возможно проводить в рамках реализации программы внеурочной деятельности «Традиционные искусства народов мира». Область применения результатов. Результаты исследования могут быть применены при организации внеурочной деятельности в системе начального общего образования, подготовке педагогов для указанного уровня образования.

This research aimed to determine: 1) coefficient Correlation betweenthe utilization of learning facilities with mathematics learning outcome. 2)coefficient correlation between independence learning with mathematics learning outcome. 3) coefficient correlation utilization of learning facilitiesand learning independence with mathematics learning outcome.The research was conducted in the even semester of 2019. The samplein this research was selected from the whole population of students ofGrade VIII in An Nur Islamic Junior School Palangka Raya in 2018/2019Academic Year, in total 78 students. Type of this research is correlational.Two instruments used in this research were questionnaires and tests.Questionnaires of utilization of learning facilities consists of 24 validstatements with 0,78 reliability coefficient, questionnaires of independencelearning consists of 24 valid statements with 0,90 reliability coefficient, andthe mathematics learning outcome test consists of 25 valid items with areliability coefficient of 0.85.The research results concluded: 1) there is positive correlation thatsignificant between utilization of learning facilities with mathematicslearning outcome (rhit=0,58), 2) there is positive correlation that significantbetween independence learning with mathematics learning outcome(rhit=0,54), 3) there is positive correlation that significant betweenutilization of learning facilities and independence learning withmathematics learning outcome (Rhit=0,73), each at a significance level of5%.

The development of psychological literacy in younger classes is an urgent task of modern school, as the development of the necessary set of psychological competencies is a guarantee of their success in various spheres of life, the ability to effectively adapt to variable living conditions of society, to assimilate the social skills of behavior, to occupy an active life position, events in their surroundings. Development of emotional sector of children is a guarantee of the formation of an active, initiative, independent, pitiful personality. The disadvantages of the development of the emotional sphere in children of junior school age are the inability to establish effective communication with both adults and peers, social adaptation problems, dissemination in training. The younger school age is a synthetic period for the development of the world of emotions. Musical art has an inexhaustible potential of emotional influences, intellectual development of children, activates emotional and sensory experiences, promotes the enrichment of emotional experience, forms aesthetic feelings, artistic culture, stimulates thinking activity, level of self-consciousness, creativity, creative activity. The need for a modern teacher of musical art to carry out not only aesthetic and cultural development of the personality of the student, but also the development of its emotional sphere, requires the formation of a number of psychological and pedagogical competencies necessary for effective management of the process of musical and aesthetic education of children. The lesson of musical art has the greatest potential in expanding emotional self-awareness of schoolchildren, the development of empathic attitude towards others. The author of the article established that the development of emotional intelligence in younger classes contributes to the growth of their educational success, the ability to concentrate attention, improves the flow of memory processes. The lesson of musical art has a great potential in the formation of psychological literacy of children. The formation of the complex of psychological and pedagogical competencies in the teacher of musical art, will allow him to use music as an important tool for developing emotional self-awareness of children, ability to identify their own emotions, to give them the verbal characteristics, to understand what they encourage them, to detect empathy to others, be able to distinguish between emotional status of the others by external features.

The article discusses one of the most important problems – the development of linguistic thinking, which is a meta-skill that allows students to successfully master the system and structure of the language. At the moment, the potentialities of occasionalisms in the process of improving logical- linguistic operations as a component of the linguistic abilities of primary school children are far from fully disclosed. The author focuses on the applied aspect of this problem. The article reflects the results of an experiment aimed at identifying the effectiveness of the use of word-formation occasionalisms in the development of linguistic thinking. Examples of tasks that contribute to the development of such components of linguistic thinking as the ability to draw simple analogies, the ability to highlight essential features, and the ability to classify are presented.

The article deals with the problems of developing the language personality of a Junior school student in Russian lessons. The communicative goal of teaching Russian in primary school is aimed at forming a system of knowledge about the language and on its basis developing students ‘ communication skills. The priority communicative goal allows you to change the traditional approach to the selection of learning content, to guide the school course of Russian language is not only learning about the language, but also on the development of skills to use them in different situations. According to the authors, an effective means of developing a language personality should be work aimed at understanding the role of words and text in speech communication. At the same time, the word should be understood as a unit that can convey a message, question, and Express a feeling; and the text - as thematically related sentences for solving speech problems - description, story, reasoning, and proof.

We are writing to you to allow us to enter into an ongoing debate concerning a write-up titled, “Young teenage suicides in Bangladesh – are mandatory Junior School Certificate exams to blame?”published in ‘International Journal of Mental Health and Addiction’by Mamun and Griffiths (2020a).Arafat (2020), are searcher from Bangladesh, initiated the debate through a letter to the editor of that journal raising several theoretical and procedural/methodological flaws of the original publication of Mamun and Griffiths (2020a).Arafat (2020) finds this publication as “potentially flawed” and “purely hypothetical” (p.1).Hereafter, Mamun, and Griffiths (2020b) categorically refuted each of the claims raised by Arafat (2020)to justify their stance and flows writing another letter to the editor. Space will not allow us to touch upon each of their arguments and counter-arguments rather we would shed light on the major issues of their dissonance cornering the methodological issues. At the same time, we would also highlight our opinions in this regard.

The article considers the problem of the relationship “I and the Other”. In the contemporary educational space, there is a need for the emergence of technologies aimed at developing the value of the relationship “I and the Other”. The system of self-representations is revealed in the structure of the “image — I”, its components: “inner I”, “social I”, “sociocultural I”. The discovery of a system of self-image is revealed in the process of familiarizing oneself with the socio-cultural world. The socio-cultural model acts as the bearer of the system of values as measures in relation to which a person builds their path. The doll actualizes the child’s dialogue with the world of culture and spirit, and contributes to the emergence of the value of “one’s own” and “another’s” inner world.

Physical activity is of particular importance in the early stages of ontogenesis during the development and formation of the child's body. At the same time, recognizing the variability of motor activity in children of a healthy population, its assessment in the understanding of the norm is presented as an average indicator of the daily number of locomotions for a certain age and gender group, which does not allow us to fully characterize the individual typological features of this function. In this regard, the use of signal parametric scales is very controversial and new approaches to solving this problem are required. The aim of the work is to conceptually develop the centile distribution and partial density of motor activity in older preschoolers and younger schoolchildren in a healthy population with the identification of typological variants of individual norms and criteria for pre - nosological diagnosis of hyper-and hypokinesia. Materials and methods. 840 children of health groups I-II were examined (boys of senior preschool age-222 and primary school age-250; girls of senior preschool age-181 and primary school age-187). The study included the use of pedometry and visual assessment of children's behavior by teachers and parents. A personalized database was created based on the survey results. To identify differences in the level of distribution of a typical trait – habitual motor activity (HMA), a nonparametric test was used, taking into account Pearson's χ2 criterion. The functional type of constitution (FTC) was determined in accordance with a three – component scheme based on the level of habitual motor activity: low – LHMA-FTC–1, medium – MHMA–FTC–2 and high –HHMA-FTC–3. To solve this problem, we developed centile tables based on the daily number of locomotives (SCL) - the HMA level. At the same time, tables are proposed for the centile distribution of SCL both for the entire population of preschool and primary school children, and for children with low and high motor activity. Results. Analysis of the data and on this basis developed normative tables of centile distribution of motor activity (MA) allow typing of it is high enough differences among senior preschool children and Junior schoolchildren of the healthy population with the estimated number of daily locomotion (very low, low, medium, high, very high), to allocate the risk group of I order (up to the 3-rd centile and 97-th centile) and II (from the 3-rd to the 10-th centile and the 90-th to 97-th centile), and also give an objective description of the daily number of locomotions of each individual with the identification of such concepts as "optimal motor activity", "constitutional hypokinesia" and "constitutional hyperkinesia". Partial assessment of motor activity, taking into account the centile distribution of the number of daily locomotions in each constitutional group, provides additional opportunities to more reasonably approach the analysis of a critical (pre-nosological) decrease or increase in the optimality of motor activity in children with low and high MA. Conclusions. Senior preschool children and Junior school children of health groups I-II have their own individual and typological basic level of motor activity, which requires a comparative clinical and physiological analysis of the available data with the standard norm characteristic of each constitutional group (LHMA-FTC–1, MHMA-FTC–2, HHMA-FTC–3). Taking into account this approach, the development of normative (centile) tables of motor activity allows us to give not only a quantitative assessment of the basic variability of the physiological individuality of the child's body, but also to identify criteria for pre-nosological diagnosis of fairly common deviations in pediatric practice-hypokinesia and hyperactivity.

Socioeconomic status (SES) is an important factor contributing to health inequality. This study aimed to investigate factors that predict junior school students' sports participation, identify the mechanisms underlying transmission of social resources and assess the mediating effects of classmate support and parental involvement on the relationship between parental SES and children's sports participation. 4829 males and 4536 females (mean age = 13.56 years, standard deviation = 0.686 years) participated in the study. Multivariate regression was adopted to analyze the determinants of junior school students' sports participation and multiple mediation analyses were used to analyze the hypothesized model. The results indicated that parental SES is significantly and directly correlated with junior school students' sports participation. In addition, parental SES has a significant indirect effect on sports participation through classmate support and parental involvement. Furthermore, the mediation effect of classmate support on the association between parental SES and sports participation is stronger than that of parental involvement. To promote and facilitate the participation of junior school students', strategies should be developed by government and social workers to strengthen classmate support and parental involvement.

The article deals with the specifics of forming a nature holistic perception, taking into account the continuity between senior preschoolers and younger students. The purpose of the article is a theoretical analysis of ensuring continuity between senior preschoolers and younger students in the process of forming a nature holistic perception. The concept of “continuity”, “holistic perception of nature” has been clarified. Theoretical and methodological bases of formation of nature holistic perception have been considered, taking into account the continuity between the preschoolers and the younger students. The views of domestic and foreign scientists on the key determinants of the study have been analyzed. The existing normative documents of two units of education are analyzed: preschool and elementary with respect to continuity at their junctions. The basic determinants of the formation of nature holistic perception have been determined. The basic forms of work with children of senior preschool and junior school age on forming of holistic perception of nature have been revealed. The common and distinctive features in the construction of the educational process regarding the holistic perception of nature by senior preschoolers and young students have been characterized. It is emphasized that the effectiveness of continuity in forming a nature holistic perception is due to taking into account the psychological characteristics of both age groups of children, the conformity of programs and taking into account the construction of the educational process to preserve the leading directions of children's development, which will facilitate the gradual transition from play to learning as a new activity.

Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5–8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development.

This article examines the potentiality, acceptability and ethical considerations of a mindfulness-based intervention (MBI) for supporting pupils’ mental well-being in a junior school. To date, research has predominantly focused on the psychological or behavioural benefits of MBIs rather than broader and more philosophical issues of implementation. The findings reported in this article are positioned alongside recent debates critiquing the neoliberal agenda of ‘privatising’ well-being and downplaying the role of the institution and its cultural context. The study synthesises the perspectives of pupils and teachers to provide more in-depth insights into the everyday realities of MBIs in educational contexts. The study highlights and critically examines the inherent ethical dilemmas of implementing MBIs in contexts that include vulnerable and conscripted audiences in particular. As such, this article argues the case for those individuals involved in developing, administering and/or advocating MBIs to acknowledge these ethical dilemmas with greater transparency and integrity and consider the aims of MBIs in relation to their potential instrumental or holistic possibilities and processes of ‘schoolification’.

The aim of the study to determine the main causes of destructive forms of acute appendicitis (AA) based on the analysis of quantitative characteristics of the pathology in children of Vinnytsia region in the period from 2005 to 2018. Materials and methods. To implement the study, a retrospective analysis of 980 medical records of patients treated at the Vinnytsia Regional Clinical Hospital with destructive forms of AA in the period 2005-2018. The age of children was from 1.5 to 18 years. Results. The results of research show that the destructive forms of appendicitis more frequently affect the boys, especially the junior school age. The reason for the late detection of AA is self-medication and errors in diagnosis. Most patients refered to medical help for the first 2 days after beginning of abdominal pain. In the structure of complications predominated: local peritonitis, omenitis and typhlitis. Conclusions. It is necessary to pay attention to the availability of medical care to the population, especially in rural areas, to hold sanitary and educational work, and more widely use instrumental methods such as ultrasound diagnostic and computed topography of the abdominal cavity. The research was carried out in accordance with the principles of the Helsinki Declaration. The study protocol was approved by the Local Ethics Committee of participating institution. The informed consent of the patient was obtained for conducting the studies.

The problem limitation in this research is only about English writing competence in junior school and only compare two schools in Yogyakarta, that are MTs Negeri 1 Bantul and SMPN 1 Pengasih. To describe the student writing competencies at two junior high schools. The objectives of this study are to reveal the factors affecting the students writing competencies and to find out the solution to overcome the problem in writing competencies. In collecting data, the researcher used documentation technique. This technique was implemented by making use of teachers’ collection of the students’ writing tasks. Based on the result and analysis, so the conclusion in this research as follows the writing competencies of the ninth grade students of two junior high schools are at good enough level. The factors affecting the students English writing competencies are their ability, the learning process and classroom situation. When the students weak in grammar, they have to make practice more, and also when they got in doing the difficult assignment. When the step of rhetoric weak, so the students must more practise in daily life, also for the make clarity of meaning and the relationship between ideas can improve by more practice in daily life, they can use the English language. About the weak vocabulary, so the teacher can practice and give more homework about the vocabulary and the task for example in writing and reading a lot of procedure text or story. The solution to overcome the problem in writing competencies such as make a lot of training or practice English in daily life, the teachers should employ active learning to support students engaged in teaching-learning process

Nowadays there are no decicive descriptions of constitutional features and body mass deviations in a narrow group taking into consideration their sex, age, habitation region, and a concrete type of body mass deficit or excess. The present study focuses at comparative assessment of number and frequency of pronounced deficit, deficit, nominally normal body mass, preobesity and obesity in junior schoolchildren and adolescents with lepto-, meso- and hypersomal somatotype. All in all 274 persons took part in the study, 130 of junior schoolchildren aged 7 to 9 years (64 boys and 66 girls) as well as 142 adolescents 1417 years old (65 boys and 77 girls). Somatotype was determined in all children with the help of I.I. Salivon and V.A. Melniks method, as well as body mass index was calculated. Comparing the number of children with various deviations of body mass in case of lepto- meso- and hypersomal somatotype was accomplished with the help of precise Fishers criterion for conjugated features tables 3 5. In boys and girls of junior school age with leptosomal (boys 62%, girls 81%) somatotype body mass deficit was predominant, while in adolescents with leptosomal somatotype body mass deficit was found in 37% boys and 15% of girls. Hypersomal boys form obesity and excessive body mass when they enter adolescence. On the other hand 40% girls of junior school age with hypersomal somatotype are already obese and 100% of them preserve obesity till puberty. The results of the study may be useful for specifying individual recommendations for children with metabolic pathology at pre-hospital stage for correction of both excess and deficit of body mass should be made prior to entering puberty.

The article presents research data from 2004-2009. The creativity of younger school-age children was examined. There has been a pattern here; the age of the child increases creativity decreases. The study was repeated in 2019. This time we got some interesting data. Creativity decreases at the beginning of junior school age, but increases at the end of age. I think this explanation should be explored, but the only change in the Armenian educational system is the introduction of the "Chess" subject. We believe that it has had a positive impact on the development of children's creativity.

The article reveals the relevance of the study of the process of raising the younger schoolchildren’s gender culture. The development of the gender culture of boys and girls is due to the society that declares gender equality. But in real life there is a gender asymmetry of general social and family norms, stereotypes. The main directions of modern psychological and pedagogical researches on the problem of the formation of junior pupils’ gender education are considered. In the course of numerous studies it was observed that children of junior school age receive targeted gender education by creating a different educational environment for boys and girls that manifests itself in various aspects of the relationship between parents and children.Therefore, the criteria for the formation of a gender culture are determined: establishing the correct relationship between a boy and a girl; desire for mutual understanding; the presence of qualities peculiar for boys (men): courage, knight, nobility, hard work, ability to overcome difficulties, etc.; the presence of qualities peculiar for girls (women): kindness, femininity, sensitivity, softness, tolerance, care, love for children; the presence of honesty, sincerity, trust, loyalty, mercy, mutual help.The theoretical aspect of education of the gender culture in children as a prerequisite for the practical component of the process of education of this culture is presented. The role of parents and primary school teachers in the education of the gender culture in children is shown. Teachers in the education of the gender culture of children, apart from their sexual differences, need to have a clear idea of the integrative qualities of boys and girls, which is not always correctly interpreted by many parents. The article suggests orientations (directions and forms) of the joint activity of teachers and parents on the subject under study. For parents it is necessary to hold mini-lectures, discussions, conferences, which will help them to better understand the level of relations in their own family, to understand the essence of the concepts of “courage”, “femininity”, to come closer to the true understanding of these categories, to realize that the future family life of the younger generation depends on the level of the gender culture of children (in general, the culture of behavior).

The paper discusses the ways junior high school learners may be helped to become bilingual speakers with the help of appropriately applied goal-setting technique. The research done among junior high school teachers who used the goals setting technique revealed positive correlation between the application of goal-setting in the junior high school classes and the FL results of the learners attending such lessons. The result of these learners, when contrasted with the results of their peers attending the classes taught by the teachers who did not use goal-setting showed that the first group of learners was much better during the obligatory mock exam all junior school learners have to take at the end of their school education.

S.L. Suvorova, alex97@shadrinsk.net, A.V. Dubakov, rain.22@rambler.ru, Yu.V. Olar, julolar@gmail.com Shadrinsk State Pedagogical University, Shadrinsk, Russian Federation. Суворова Светлана Леонидовна, доктор педагогических наук, профессор, профессор кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, alex97@shadrinsk.net. Дубаков Артём Викторович, кандидат педагогических наук, доцент, доцент кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, rain.22@rambler.ru. Оларь Юлия Вячеславовна, кандидат педагогических наук, доцент, доцент кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, jolar@gmail.com. The article is devoted to the analysis of peculiarities of organization of developing linguistic associations for schoolchildren on university grounds. Despite the importance and sufficient popularity of learning foreign languages, many schoolchildren experience various difficulties and fail to achieve any meaningful results. Developing linguistic associations organized through additional training are effective in solving language problems. The authors believe that such associations can be organized on pedagogical university grounds, taking into account their didactic, innovative and research potential. The organization of training within developing linguistic associations differs in many ways from the traditional process. Foreign language classes implement the ideas of informal learning, use a set of innovative technologies, embody the ideas of surprise approach. Despite the existing contradictions, developing linguistic associations can become effective in junior school, providing a developing personality-oriented multi-functional space for learning foreign languages. Статья посвящена анализу особенностей организации развивающих лингвистических объединений для обучающихся школы в условиях вуза. Несмотря на всю важность и достаточную популярность изучения иностранных языков, многие обучающиеся общеобразовательной школы испытывают различные трудности и не достигают нужных результатов. Эффективными в устранении языковых проблем являются развивающие лингвистические объединения, организуемые в русле дополнительного образования. Авторы полагают, что подобные объединения могут быть организованы в условиях педагогических вузов, учитывая их дидактический, инновационный и научно-исследовательский потенциал. Организация обучения в рамках развивающих лингвистических объединений по многим параметрам отличается от традиционного процесса. Здесь на занятиях по иностранному языку реализуются идеи неформального обучения, используется комплекс инновационных технологий, воплощаются идеи педагогики удивления. Несмотря на имеющуюся противоречивость, развивающие лингвистические объединения могут стать результативными, представляя собой развивающее личностно-ориентированное полифункциональное пространство для изучения иностранных языков в младшем школьном возрасте.

It has been reported that people who brush their teeth frequently might be more health-conscious and maintain healthier lifestyle habits. The relationship between obesity and oral health behavior in childhood is unknown, however. The aim of the present study was to fill this gap by investigating obesity and factors associated with oral health behavior in Japanese primary and junior high school students. A total of 475 primary school students (fifth-grade, age 10-11 years) and 408 junior high school students (first-grade, age 12-13 years) were included. All the participants underwent a regular health check-up and completed a self-reported questionnaire. The data thus obtained were subjected to multiple logistic regression analyses to identify the relationship between obesity and factors associated with oral health behavior. In primary school students, a dislike of physical activity was the only factor showing a significant association with obesity (p