This book is based on the role of nutrition as a factor in children's learning in the primary school children in Bangladesh. There are two major factors involved in learning achievement, one is school factor and another is home factor. Nutrition is one of the home variables which is very critical to school achievement. This books describes the detail relation between nutritional status and educational achievement in primary level students. Primary school is one of the most important area of research in Bangladesh where more than two millions of children are school going and majority of them are suffering with malnutrition and thus, really hamper their school achievement both quantitative as well as qualitative ways. However, primary school is the best place to disseminate nutritional knowledge to the students as well as the whole society.
The Mid Day Meal Scheme is a multi-faceted programme of the Government of India that, among other things, seeks to address issues of food security, lack of nutrition and access to education on a pan nation scale. It involves provision for free lunch on working days for children in Primary and Upper Primary Classes in Government schools.The primary objective of the scheme is to provide hot cooked meal to children of primary and upper primary classes. with other objectives of improving nutritional status of children, encouraging poor children, belonging to disadvantaged sections, to attend school more regularly and help them concentrate on classroom activities, thereby increasing the enrollment, retention and attendance rates.The success and failure of the programme can be accessed by studying it's performance in certain states and thus evaluating it's effect on educational enrollment
The social aspects of human behavior is a matter of common concern for society and an individual Interactions with other human beings is one of the most significant aspects of our life. It tries to understand the influence of other individuals and groups on our behavior perceiving other individuals, forming attitudes, persuading others to change their views, prejudice, interpersonal attraction, group decision, social motivation and Leadership are important. Educational psychology which cover Learners. Learning process and learning Situation . Social Psychology is another one important scope of psychology. Social skills is one of the most important components of education process. This book has been designed essentially to instruct primary school Teachers how to handle their students. And how to develop social skills among their students. This book guides research to enhances their research knowledge and it elaborates on chapter wise planning with relation to various dimension social skills, Activity Based Learning approach and primary school various topics. It encourages and helps to understand the primary school children and social skills.
Mauritius saw the introduction of ICT as a subject in all primary schools in 2003. As a consequence, ICT teachers were recruited, trained and posted in schools. At that time, the necessary ICT infrastructure in schools was inadequate and teacher support materials were almost non-existent. The situation stirred an outcry on the part of parents and disillusionment among ICT teachers. There was a common belief that children were turning away from computers and that there was a rampant dislike for ICT as a subject in schools. Among this hurly burly, no one seemed to have paid enough attention to what the pupils had to say about their learning experiences in the ICT classroom. This book is based on a study conducted to understand and offer explanations for primary pupils’ perceptions of their ICT classroom environment, their attitudes towards it and their motivation to follow the ICT class. The effect of ICT teachers’ job satisfaction on pupils’ perceptions, attitudes and motivation has also been investigated. The report paints a picture that is different from the common belief.
Children at school age are expected to familiarize and adopt themselves quickly to their school environment,learn to pursue rules and regulations, listen to their school teachers,and work independently and productively.Surprisingly, many children at school level do not develop those skills and lacked to maintain satisfactory interpersonal relationships with their educators/teachers, peer students and do not acquire adequate academic skills corresponding with the level of their peers. These put them at a greater risk of acquiring negative academic and social relationship outcomes. Hence, addressing the issue of learning disability, this book examines how the house and classroom are the right places for children with learning disability to learn. It provides the concepts surround the definition of learning disability, prevalence,the causal factors, identification and intervention mechanisms. Professionals in the field can benefit from this work that makes out important and practical information about successful home-school based intervention for children with learning disability.
The school years are the formative period in the lifespan of a human being. Schools are the places for nurturing roots (learning) and wings (practice) the two priceless gifts we bequeath children. School is a convergence centre for health and education programme. Health status of the school children would depend on adequate nutrition, safe drinking water, basic sanitation, clean environment and universal primary education. So, the school health programme aims at the promotion of positive health, prevention of diseases, early diagnosis, treatment and follow-up of defects and awakening health consciousness in children and provision of healthful environment through a multipronged approach. This book describes the actual functioning of school health programme with reference to the school environment, health check-up, health education and also it gives complete picture about the role and involvement of school medical team, teachers and parents to improve the health status of primary school children. This book is highly resourceful one for the policy makers, school health programme planners and implementers, public health specialists, academicians and researchers.
Undernutrition in pre-school children of West Pokot,Kenya is a book that tries to assess the nutritional status of children aged 2-5 years. This cross sectional comparative study had equal number of pre-school children from the pastoral and farming communities of West Pokot.Anthropometric measurements of weight, height and MUAC were used to assess the nutritional status of pre-school children. Dietary data was collected using the 24 hour dietary recall. Hellen Keller Food frequency questionnaire was used to assess intake of Vitamin A rich foods. Stunting,underweight and wasting were found to be high in both communities. Pastoral and farming communities were found to be food insecure at a certain time of the year. The months the communities experienced food shortage was found to be a strong predictor of malnutrition in pastoral and farming communities of West Pokot,Kenya. This study recommended that there is need to address nutrition education by the government of Kenya Ministries and relevant non-governmental organizations.
This is a book reporting a study to investigate primary school students' interest and persistence in learning L2 Chinese, the areas of difficulty in learning Chinese and what can be done in teaching to help children deal with the difficulties in learning the language and at the same time build up useful learning skills. Various research activities were designed to obtain information to address these issues. The findings from the research activities suggest that L2 Chinese and the Chinese characters could, without detriment to other aspects of the curriculum, be introduced to the students from the early stages of primary schooling, with benefits for students' confidence and enthusiasm. The findings also suggest that young children attained problem-solving and independent learning skills in the process of learning new Chinese characters and sentences and were confident in using their attained skills to learn new language items. The outcomes were consistent with the notion that children formed schemas and updated their schemas in different situations. Based on these findings, a sketch of a possible pedagogical scheme is provided for L2 Chinese learning.
Fractions form a major area of primary mathematics and in turn lay a foundation for future learning of related topics. Errors and difficulties commonly encountered in the learning and computation of fractional sums create a big hindrance to understanding of this concept by the primary school pupils; as reflected in their performance in the end of primary cycle examinations. A thorough understanding of concepts in their initial stages of learning plays a major role to future learning of the same and related topics in future levels of learning. It is pertinent too to understand the effect of age and gender in the learning of primary fractions as a step towards laying the best foundation for children as they assimilate and accommodate familiar or related areas of learning. Understanding Primary Fractions will go a long way to sensitize teachers of mathematics, teacher trainers and other educators about errors commonly encountered in the teaching and learning of fractions; how to better their pedagogical skills in order to assist the young children to understand better this concept of fractions as well as related areas in higher levels of learning and in their future careers.
This book underpins and characterises a teaching practice involving primary school children in different contexts, which has been developed and perfected over many years. This practice, coined as Reflective Experimental Science Teaching, places great emphasis on the processes of knowledge construction and on the stimulation of reflective thinking in a social interaction context. It has a significant impact on children, particularly on the quality of their learning and the development of reasoning, language, problem solving and autonomy skills. These results must be understood in the frame of a teaching process that elicits a learning atmosphere characterised by freedom of communication and substantial intellectual investment, with genuine reflection, discussion and cooperation in the resolution of certain situations and problems. This book also provides the reader with a set of narratives that illustrate the nature of the teaching and learning process. The interpretive analysis of these narratives gives evidence of learning quality-improving processes and offers a critical view on the limits imposed by the Piagetian perspective for the acquirement of certain scientific concepts.
Parents and family have crucial role to play in enhancing children’s performance at school. This book extensively discusses the parental participation in teaching learning process of institutional schools particularly in the context of Nepal. The study focused on the perception of school management and beneficiaries towards parental participation in school teaching learning process. It also examined the factors affecting the parental participation for the expected outcomes of children at school. The study explored that parents’ education, family environment, social forces, educational Policy, Acts and Regulations are some key factors that determine the level of parents’ participation in schools’ activities with the purpose of enhancing academic achievement of children.
The study sought to find out influence of pupils’ cognitive abilities to task performance. Pupils from public and private schools participated in the study. Cognitive tasks administered were; length, continuous substance, mass and volume. Study used survey design by oral interviewing of pupils. Probability sampling technique was used to select 333 pupils from eight public and private primary schools. Sample of 164 pupils was randomly selected, with 50.6 % boys and 49.4% girls. Pupils from private primary schools performed better than those from public primary schools. Boys performed better performance than girls in all cognitive tasks given. Study established that school environment made difference in cognitive task performance of pupils, and this was attributed to improved learning and provision of basic learners’ needs. Study recommended stakeholders in education of children come on board to provide facilities and materials necessary for creation of conducive learning environment in public primary schools in Kenya.
The book Teaching Nutrition to Children: Why and How An intervention study is packed full of information which cover everything from development of food choices to barriers in healthy eating, reconnecting with various educational strategies, based on developmental and behavioral theories, to teach children about nutrition, highlighting the influence of food related parenting styles, peers and culture, explaining the variation in nutrition knowledge with regard to the socioeconomic status, age and gender, identifying significant factors that negatively affect the acceptability of computer-based education and providing strategies to incorporate nutrition education in the primary school curriculum. Furthermore, the comparative analysis of nutrition knowledge of Pakistani children and children of Vienna reveals some interesting similarities and differences …………………..
India is sometimes described as a democracy forged together with a strong sense of unity in its diversity. Simultaneously, the possibility of real democracy in a country marked with social inequality, depths of poverty and low rates of literacy could be questioned. This book relates to the focal point where education, democracy, development and politics team up in educational policies and reforms. India has subscribed to the goals of education for all by 2015 and has embarked on immense priorities in education to reach the goals. However, goals are often measured in rather narrow terms of outcomes of literacy or school attendance. But what is the relevance of education and the meaning of school attendance if it does not furnish for essential capabilities to cope with life? Without doubt, primary education of good quality is necessitous to development, democracy and social inclusion. By the use of a mixed methods design, this book explores and reflects upon the initiatives taken in primary education and discusses whether they have the potential to enable capabilities, enhance equal opportunities and encourage cultural diversity among the children in India.