Grandparents' relations with grandchildren at a glance of Ukrainian scientists

The article reviews the theories and research results of Ukrainian scientists on the role of grandparents in the family and their relationship with grandchildren. The changes that began to occur in recent years are reflected in the family model in which grandparents, parents, and children always functioned. Apart from parents, grandparents have a great influence on raising children. Today's grandparents are professionally active, have their own activities and hobbies, and the time spent in retirement is not immediately associated with raising grandchildren. The study explains the key terms relationships, family relationships, respect, respect for the elderly, moral upbringing and morality. The author presented the results of research among children conducted by Ukrainian researchers Olga Diachenko and Olga Riaboshapka. The aim of this research was to clarify the level of respect towards elder people in children of preschool and early school age.

DIAGNOSTICS OF COMMUNICATIVE LEARNING ACTIVITIES AMONG STUDENTS OF EARLY SCHOOL AGE WITH MILD INTELLECTUAL DISABILITIES

Statement of the problem. In terms of the concept of development of education for students with disabilities for the period of 2020-2030 and according to the Federal State Educational Standard for students with intellectual disabilities, the harmonious development of both academic educational results and life competence necessary for a student with special educational needs in various social situations is declared one of the main strategic directions for the development of children of early school age. The Basic Learning Action Program (BLAP), as a structural element of the Federal Standard, does not contradict the indicated idea and aims not only at the formation and development of mentally retarded students, but also at ensuring the conditions for their socialization, including their life competence development. The analysis of educational theory and practice made it possible to distinguish a contradiction between the development of the basic provisions of active and differentiated approaches and the insufficient theoretical development of the criteria and levels of formation of communicative learning activities (CLA) of students of early school age with mild mental retardation in order to form the phenomenon under research. The problem solved in the article is the search for theoretical grounds for revealing the essence, structure of CLA of students of early school age with a mild degree of intellectual disabilities in order to develop the diagnostics of the phenomenon under research. The purpose of the article is to disclose the essence, structure of CLA of students of early school age with mild intellectual disabilities; to identify and characterize formation levels of the investigated phenomenon in order to develop diagnostics of CLA formation in the context of the research subject. Methodology (materials and methods) is based on the active and differentiated approaches to education of students with intellectual disabilities; analysis of official documents, scientific psychological and pedagogical literature on the problem of development of basic learning activities in students with intellectual disabilities. Research results. Based on the analysis of scientific works of Russian and foreign researchers and the regulatory and legal framework, the essence and structure of CLA of students of early school age with mild intellectual disabilities was revealed; minimum evaluation and diagnostic map of formation of the investigated phenomenon has been developed; variable communicative situations in which CLA of students of early school age with mild intellectual disabilities are manifested and formed are identified. Conclusion. The developed diagnosis of CLA of students of primary school age with intellectual disabilities will allow tracking their dynamics and making timely adjustments in the organization and implementation of their formation at the level of primary general education and with appropriate modification actions at subsequent educational levels.

Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence

The goal of swimming school during early school age is to promote physical literacy. According to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear pedagogy), could differently influence the perceptions of aquatic activity of children and parents. Parents of 100 children (53 females and 47 males, age 5.9 ± 0.3 years old) participating in the study were previously interviewed to ascertain their expectations regarding the swimming course. Participants were in a medium-high social context. Subsequently, considering the data of the incoming aquatic motor competence’s tests, children were divided into a linear (LI) and non-linear (NL) pedagogy group. A total of 4 instructors were enrolled. Upon completing the swimming course, the aquatic motor competence’s test was repeated, a pictorial scale of perceived motor competence was administered, and a questionnaire regarding the course was proposed to children’s parents. Physical development and learn to swim resulted two of the most important reasons leading parents to choose swimming courses. LI achieved greater progress than the NL in actual motor competence (A.M.C.), while NL perceived a higher aquatic motor competence (P.M.C.) in 7 out of 10 items of the pictorial scale. Parents of children in LI, gave greater importance to the teacher’s role, while NL’s parents pointed the acquisition of children’s abilities as pivotal. In conclusion, NL approach was more appreciated by children, while LI method was more rewarding for parents because initial expectations were satisfied.

CLINICAL, RADIOLOGICAL AND FUNCTIONAL CONSEQUENCES OF BRONCHOPULMONARY DYSPLASIA IN CHILDREN OF PRESCHOOL AND EARLY SCHOOL AGE, DEPENDING ON BIRTH WEIGHT

Advances in medical technology are leading to the survival of very premature infants, who often develop bronchopulmonary dysplasia (BPD). In this regard, the health problem of children with extremely low birth weight (ELBW) and BPD is relevant, since there is insufficient domestic experience in monitoring such patients. The outcomes of the disease among deeply premature infants with ELBW at school age have not been fully studied in comparison with peers with BPD, but born with a greater body weight. Objective of the study: to assess the clinical, radiological and functional consequences of BPD in children of preschool and early school age, depending on body weight at birth. Materials and methods of research: the design of the study – a non-randomized retrospective single-center comparative pilot study. We examined 73 children with a history of BPD, aged from 5 to 8 years (median – 7 years). The boys/girls ratio is 38/35. Children were divided into 2 groups: 1st group – 50 children born with low body weight (LBW) and very low body weight (VLBW), and 2nd group – 23 children with ELBW, most of them had a mild form of the disease. Respiratory symptoms were studied, computed tomography (CT) of the chest organs was performed to assess structural changes and the study of external respiratory function (ERF). Results: 1/3 of children of the 1st and 2nd groups had prolonged episodes of bronchial obstruction. The vast majority of children, regardless of their birth weight, had structural changes in the lungs – 96% of children of the 1st group and 94% of children of the 2nd group, p=0,888. Most often, the results of CT revealed fibrotic changes, collapse/hypoventilation, ventilation inhomogeneity, somewhat less often – emphysema, peribronchial changes, without differences between groups (p>0,05). Children with ELBW had statistically insignificantly less frequent occurrence of the air trap symptom (12% and 26%, p=0,314) compared with children with VLBW and LBW. The study of ERF revealed a decrease in speed indicators, an increase in bronchial resistance and a slight decrease in the diffusion capacity of the lungs in children of both groups without statistically significant differences (p>0,05). Conclusion: children with ELBW who underwent BPD demonstrate persistence of clinical symptoms, structural and functional disorders, like their peers with BPD in anamnesis, but born with a greater body weight.

The Impact of Formal School Entry on Children’s Social Relationships with Parents, Siblings, and Friends

The normative transition to formal schooling confronts children with social challenges but also opportunities. Longitudinal research on how school entry impacts children’s family and friend-ship relationships is scarce. This study investigated social relationship qualities with parents, siblings, and friends among 1110 children (49.9% female) from the prospective, population-based Bavarian Longitudinal Study at 6 years (before school entry) and 8 years using a forced-choice card-sorting task. Multivariate analyses of variance revealed significant effects of age (i.e., school entry) on social relationship qualities with mothers (Pillai’s Trace (PT) = 0.28, F(9, 1101) = 47.73, p < 0.001), fathers (PT = 0.14, F(9, 1101) = 19.47, p < 0.001), siblings (PT = 0.27, F(9, 1101) = 46.14, p < 0.001), and friends (PT = 0.21, F(9, 1101) = 32.57, p < 0.001). On average, children reported higher levels of parental comfort after school entry. Companionable qualities increased in relationships with friends, whereas sibling relationships became more conflictual from preschool to early school age. Findings provide unique insights into how social relationships develop from preschool to early school age, supporting evidence of the growing importance of friends. Conflict was predominant and increasing in sibling relationships and should be considered more in future research.

Long-Term Outcomes of Perinatal Hypoxia and Asphyxia at an Early School Age

Background and Objectives: Late long-term outcomes of perinatal asphyxia (PA) in school-age are often unclear. To assess long-term outcomes at an early school age in children who had experienced perinatal hypoxia or asphyxia, where therapeutic hypothermia was not applied. Materials and Methods: The case group children were 8–9-year-old children (n = 32) who were born at full term and experienced hypoxia or asphyxia at birth, where therapeutic hypothermia (TH) was not applied. The control group consisted of 8–9-year-old children (n = 16) born without hypoxia. A structured neurological examination was performed at an early school age. The neuromotor function was assessed using the Gross Motor Function Classification System (GMFCS). Health-related quality-of-life was assessed using the Health Utilities Index (HUI) questionnaire. Intellectual abilities were assessed using the Wechsler Intelligence Scale for Children (WISC). Results: The case group, compared with controls, had significantly (p = 0.002) lower mean [SD] full-scale IQ (87(16.86) vs. 107(12.15)), verbal-scale IQ (89(17.45) vs. 105(11.55)), verbal comprehension index (89(17.36) vs. 105(10.74)), working memory index (89(15.68) vs. 104(11.84)), performance IQ (87(16.51) vs. 108(15.48)) and perceptual organization index (85(15.71) vs. 105 (15.93)). We did not find any significant differences in the incidence of disorders of neurological examination, movement abilities and health-related quality of life at an early school age between the case and the control group children. Conclusion: In children who experienced perinatal asphyxia but did not have cerebral paralysis (CP), where therapeutic hypothermia was not applied, cognitive assessment scores at an early school age were significantly lower compared to those in the group of healthy children, and were at a low average level.

The Development of Methodical Approaches to the Implementation of the Propedeutic Course of Informatics in Primary School by Means оf Kodu Game Lab

The article describes the problem of teaching programming at an early school age. The main objective of the article is to demonstrate the results of research on the problems of early learning. The authors analyzed teaching programming in Russian schools, its past, present and prospects. The local (subject) tasks and the global impact of early learning in programming on learning in primary school have been determined. The authors, as the results of their research, highlight several problems that arise in early learning to program. And they establish the reasons, as well as possible ways to overcome these problems.