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The paper presents the results of research conducted on a sample of 126 students from the seventh to the ninth grade of the Elementary School in Mostar. The theoretical part of the paper discusses learning, learning styles and student self-efficacy. The aim of the work was to examine whether learning styles are a significant predictor for the development of self-efficacy in elementary school-age children, and we also examined gender differences in learning styles and self-efficacy. The results we obtained suggest that learning styles are significant determinants for explaining self-efficacy when it comes to auditory learning style. Thus, the results indicate that auditory style as a dimension of learning style is a significant determinant of self-efficacy (F3/109=3.00 p < 0.05, β =0.247, p< 0.05), while kinesthetic and visual style are not statistically significant predictors. Also, the results indicated that there is a statistically significant difference in self-efficacy with regard to gender. The self-efficacy of male and female students differs statistically significantly, p< 0.05, where girls (M = 26.82) had a statistically significantly higher score than boys (M= 21.06), (t=-2.845, p < 0, 05). The results show us that there are statistically significant differences between male and female students in the perception of the dimension of learning style when it comes to auditory style, where girls had a higher score (M=20.08) compared to boys (M= 18.57). (t=-2, 469, p < 0.05). Kinesthetic and visual style, as dimensions of learning style, did not show statistically significant gender differences.

The content of fears among hearing-impaired children of younger school age is analyzed in the article, the results of the comparative analysis of fears among hearing-impaired children with the content of fears among normal children are revealed. As a research toolkit the structural questionnaire of children's fears developed by the author (SQCF) and a projective technique «Draw the fear» is used. Quantitative and qualitative differences in the content of fears are revealed; the fears inherent in children hard of hearing are allocated and described.

Immigration has social, cultural, political, demographic and economic outcomes that go beyond simply being a movement of changing locations. In particular, negative experiences during the post-immigration process affect the development of children and consequently their social cohesion. The survey reported in this paper was carried out in order to make a comparative analysis of the social cohesion skills of immigrant children of Turkish origin attending primary schools in Turkey and Switzerland. The population of the survey was composed of primary school age children of Turkish origin living in Turkey and Switzerland. The sample consisted (with α = 0.5 and 5% deviation) of 351 children of Turkish origin aged 7 to 11. Of these children, 167 came from families that had immigrated to Turkey from the Balkans and were attending primary schools affiliated to the Directorate of National Education of Bursa Province in Turkey. The remaining 184 were emigrant children of Turkish origin attending schools affiliated to eight of Switzerland's twenty-six cantons. The Scale of Social Cohesion and Skill (SSCS), which was used for data collection, included the following three factors: (i) social cohesion; (ii) social disharmony; and (iii) limited social cohesion. Data analysis was carried out separately for each factor using graphical analysis and the Mann-Whitney U-Test according to their point average by taking into consideration the factors relevant to the scale. It was concluded that the social cohesion level of primary school age children living in Switzerland is higher than that of corresponding children living in Turkey. It was also determined that the limited social cohesion and social disharmony points of primary school age children living in Turkey are higher than the points of those living in Switzerland. In view of these findings, suggestions are made to the Turkish Ministry of National Education and universities regarding state policy. ; peer-reviewed

The article is devoted to the actual problem of the formation of educational independence in children of primary school age at the first stage of general education. The paper reveals theoretical and methodological approaches to the concept of "educational independenceˮ, presents the essential characteristics of the formation of the process of educational independence in the scientific psychological and pedagogical literature: the tasks, features and stages of the organization of this process in younger schoolchildren are identified, the levels of formation of educational independence and criteria for their evaluation are formulated. The authors analyzed the domestic experience of the formation of educational independence of children of primary school age. Based on the analysis of programs for the formation of educational independence in the initial level of a general education organization, the authors characterize the most effective forms, methods and techniques of the teacher's work on the organization of the studied process. The article concludes that it is necessary to allocate a set of structural components of the educational activity management system of primary school students, which orient them to the manifestation of educational independence.

The paper deals with the role of theory of mind in the development of socio-emotional competence in children of primary school age. The purpose was to study the role of theory of mind in the socio-emotional competence of children aged 7–9 as assessed by parents and teachers. To assess the level of children's social and emotional competence, teachers and parents have developed a questionnaire aimed at assessing: the recognition and understanding of emotions; the understanding of the mental states of other people and the possibility of using them to predict behavior; the understanding of deception, false beliefs, and misunderstandings in social situations; empathy, pro-social behavior, the understanding of moral and ethical norms and rules; the development of social and communication skills. The development of theory of mind was assessed using the «Reading the Mind in the Eyes» test and the «Faux Pas Recognition Test». The study involved 49 children aged 7–9 (21 girls). When assessing the socio-emotional competence of primary school children, adults mainly rely on social understanding skills such as recognizing emotions and expressing empathy. The results of the study demonstrate differences in the assessments of socio-emotional competence depending on the children's performance in tests for theory of mind. Significant relationships were found between the children's recognition of mental states by eye expressions and adults' assessments. Interestingly, no significant correlations were found between understanding of false beliefs and teachers' assessments of socio-emotional competence, in contrast to the parents' assessments. Interpretation of the results suggests a possible difference in the observation of children's behavior among peers (by teachers) and among adults and siblings (by parents).

Research on child-rearing technologies is always relevant in pedagogical science. The purpose of this study is to establish the relationship between the school and the family in the educational process of primary school age children. To investigate this issue, the study employed the following methods: comparative analysis, synthesis, logical analysis, modeling, deduction, analysis of scientific literature, and the study of student performance. The results of this study are the theoretical and practical foundations of the relationship between school and family in the course of raising a child, establishing common, and distinctive features in the approaches. The practical value of this study lies in the fact that the proposed means and methods of educating children of primary school age can be used by parents and teachers to improve the establishment of contact with the child and effectively influence on them, to form the student as a full-fledged participant in social relations.

Marshall's responsibility-reinforcement therapy with sensation awareness training was used in the treatment of primary nocturnal enuresis in 27 school-age Brazilian children. Significant improvement occurred in 22 children. The most improvement was shown by older children and children in whom a specific developmental delay was suspected as the cause of the enuresis.

The article objectifies the problem of formation of moral feelings in children of senior preschool and primary school age. The author's definition of the concept of moral feelings is offered "moral feelings of children of senior preschool and primary school age we consider to be emotional attitudes to the behavior of others and to their own, which reflect social morality, moral traditions, the real attitude of people to each other". The main types of moral feelings that should be formed in children at the stage of senior preschool and primary school age are outlined. These include feelings of truth, trust, justice, empathy, kindness, commitment, dignity, friendship and camaraderie, fear, shame, guilt, conscience, altruism, responsibility, duty, success (failure), and civic feelings. Theoretical analysis of scientific and pedagogical literature showed that at the present stage of development of Ukrainian society scientists have paid insufficient attention to the development of theoretical and experimental model of moral feelings of preschoolers and primary school students, did not study the pedagogical conditions of their formation. The article highlights theoretical substantiation and development of pedagogical conditions for the formation of moral feelings in older preschool children. Here the researchers mean deepening and expanding children's knowledge and ideas about moral and ethical categories and their characteristics; emotional saturation of the content of tasks aimed at stimulating the manifestations of children's moral feelings in interaction with the social environment; acquisition by children of moral experience by involvement in various kinds of activity (game, educational-cognitive, pictorial, communicative, estimation-orientation, charitable, socially useful); maintaining a positive emotional state of each child; systematic diagnosis and correction of negative experiences. Various forms and methods were used for their implementation: reading and discussion of fiction and fairy tales, staging, puppet theatrical performances, fairy-tale game technologies and psychological technologies, ethical conversations, moral choice situations, building classes on the methodology of "philosophy for children", ethical training, various games, exercises, project and volunteer activities. Among the pedagogical conditions for the formation of moral feelings of junior students are identified: sufficient comprehension of moral knowledge, norms and rules of conduct by children of primary school age; development of the emotional sphere as a basis for the inclusion of students in educational and cognitive and diverse extracurricular activities, which is based on the principles of personality-oriented approach; gradual process of education of moral feelings of moral schoolchildren with systematic diagnosis and correction of negative experience. Their implementation is ensured by the propaedeutic course "Steps to Responsibility" and the club of extracurricular reading of children's works "Grammar of Morality".

SUMMARY: Exclusion from school is only one of a number of sometimes complicated and often inter‐related reasons why children are not attending school Much of the focus of research and debate about exclusions has been about secondary age pupils. This paper begins to raise some of the issues that may make primary age exclusions a particular focus of concern and one that should reach and be addressed by a variety of agencies. The paper draws on research recently completed at the SSRIU (Social Services Research and Information Unit), University of Portsmouth, and is informed by an ESRC funded project in progress, which is investigating primary age exclusions at a national level.

A dental survey, consisting of a clinical examination, was performed on 1543 school children, aged four to thirteen years attending the Government Primary School at Birkirkara between the months of February and June, 1970. The objectives of this survey were: (1) to determine the extent to which existing dental services are coping with the current need for treatment. (2) To obtain an estimate of the prevalence of specific oral diseases and conditions requiring treatment. (3) To provide base-line data for subsequent evaluation of dental services and preventive programmes. (4) To obtain oral health data needed when estimating the cost of maintaining and expanding a dental health programme. An estimate of the prevalence of specific oral diseases and conditions and current needs for treatment has been obtained. School Dental Health programmes have great usefulness, when based upon dental health education, case finding and preventive procedures. They succeed best when they include good cooperation with medical and school personnel. ; peer-reviewed