Determining the Correspondence Between the Biological and Chronological Age of Primary School Children in Several Schools in Vanadzor
Determining the Correspondence Between the Biological and Chronological
Age of Primary School Children in Several Schools in Vanadzor
Karyan Shushan,
Manukyan Таtеvik
Summary
Key words: Philippine test, regression scale, disharmonious and disproportionate development, somatometric deviations, age correspondence
This article examines an attempt was made to assess the correspondence between the chronological and biological age of first-grade students (aged 5.9 to 6.5) in primary schools No. 1 and 3 in the city of Vanadzor. The study involved 92 students – 45 girls and 47 boys – who did not belong to the group of children requiring special education conditions. To assess children’s biological development, a comprehensive set of methods was used. These methods considered both the state of the body’s morphofunctional and physical development, as well as the alignment between the child’s chronological (passport) age and their level of biological development. The results revealed that children often begin school without being biologically ready for learning. Admission does not take into account the child’s level of biological development, the interrelation of morphofunctional and psychophysiological indicators, or the correlation between these indicators, their biological and chronological age. The findings indicate the importance of assessing the biological development level of preschool-aged children before they start school. Children of the same chronological age, who do not require special education conditions, may differ significantly in terms of psychosocial, adaptive-physical, and biological indicators. These developmental indicators may or may not align with their calendar age.
https://doi.org/10.58726/27382923-2025.1-92