Taking into Account the Individual Characteristics of Those Entering Primary School
Bibliographic record
Abstract
School readiness is one of the key components that ensure the success of education. The factors determining a child’s readiness for school include parameters reflecting indicators of physical, psychosocial and psychophysiological development. Morpho-functional immaturity of brain systems that provide the possibility of mental and motor activity, perception and processing of information causes various difficulties in learning. There are various methodological approaches that determine the level of readiness of children for systematic schooling. In the work, Kern-Irasek tests for visual activity (drawing on a given topic), logical and categorical thinking were used to assess readiness for school, an analysis of general awareness and the degree of psychosocial maturity was carried out. The work was carried out on students of the 1st grade of a small rural school and a kindergarten preparatory group. Among the 1st grade students at the end of the 2nd quarter, only girls were prepared for school according to all the analyzed indicators. There were no “immature” children among them, whereas for boys the figure was more than 60%. Overall, the number of “immature children” in the whole class was 33.3%. It is significant that the children belonging to the “immature” group were, as a rule, from large families, where they were not given due attention. Among the children of the kindergarten preparatory group, a larger percentage of those belonging to the category of “mature” and “middle-aged” (90%) were identified. At the same time, the test results again revealed the best results among girls. The data obtained should be considered as evidence of earlier psychofunctional development of girls in relation to boys, which is manifested in their more conscious attitude to learning, better abilities to implement conditional reflex activity, cognitive learning, performance indicators in the first years of training. The high percentage of “immature” children among 1st grade students emphasizes the need for mandatory testing of preschool children and the creation of optimal conditions for their physiological and psychosocial development. Keywords: school maturity, preschool children, psychophysiological factors, school readiness. For citation: Gappoeva V.S., Habaeva Z.G. Taking into Account the Individual Characteristics of Those Entering Primary School // Bulletin of the North Ossetian State University named after K.L. Khetagurov. 2021; 4. DOI: 10.29025/1994-7720-2021-4-103-111 (In Russ.).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".