A Comparative Study of Number Sense in Japanese and Spanish First-Grade Mathematics Textbooks

Twenty-one children aged 5-6 years (mean age: 71.2 months; S.D. = 2.7) were videotaped in 4 different kindergartens throughout the school day for a period of one week. Eighteen of these children were then followed up after the summer holidays and videotaped for one week while attending the first year of primary school. The behaviors measured for each child were yawning and general motor activity. It was found that: (1) The frequency of yawning appears to be 5 times higher in the first year of primary school than in the last year of kindergarten; (2) Throughout the school-day the percentage of yawning children is higher in the first year of primary school, with the exception of the 1400-1430 period; (3) In the first year of primary school, the percentage of yawning children and the frequency of yawning peak between 900 and 930 and 1430 and 1500; (4) In this school institution the percentage of children who get up from their chair and spontaneously move above increases from the beginning to the end of each school-day. Three cardio-vascular variables were investigated in 17 children of the sample population: heart rate, systolic and diastolic blood pressure. We found that: (1) The lowest values for heart rate in the first year of primary school are in agreement with the classical data of child development, as the children are 5-6 months older than in the last year of kindergarten. However, this is not the case at 1400 when the heart rate peaks at a higher level in the first year of primary school; (2) If the evolution in time of the blood pressure agrees in both institutions with the classical data of human chronobiology, i.e. the maximum values at 1400, the differences in mean level at all times during the school day between both institutions do not agree with what is commonly accepted, i.e. an increase in blood pressure with age; (3) The amplitude of the variations of the heart rate and blood pressure from one 30-min period to another throughout the school day is significantly higher in primary school. The comparison of the data obtained in both school institutions suggests that the observed differences are related to sharp modifications in school rhythms and constraints when the children go from the last year of kindergarten to the first year of primary school.

This study investigates prospective relationships between phonemic awareness and reading performance during the first year of Finnish primary school. Pedagogical interest lay in finding out whether systematic use of phonics in reading instruction supported children’s reading performance even if children can already decode. A total of 85 children were examined three times on phonemic awareness and four times on reading performance during the first school year. At the beginning of the school year, they were also tested on initial reading skills. The results showed that the development of phonemic awareness and reading performance was reciprocal. Reading performance predicted phonemic awareness in the beginning of the first year while the development of phonemic awareness during the first year predicted reading performance at the end of the first school year. The results suggested further pedagogical tools are necessary that consider the support phonemic awareness still offers, even when children have become literate.

Does Chile’s nutritional situation constitute a double burden?

The present research aims to develop a theory on teacher–student interaction in the first year of primary school period. The present research was designed in grounded theory research which is one of the qualitative research traditions. A total of 18 primary school children started the first year of primary school. Data were collected through participant observation. Participant observation was launched after all necessary ethical permissions were taken from local education authority, the participant children, their teacher, and parents. Data were analyzed through constant comparison within three stages as open coding, axial coding, and selective coding. It was reported that the teacher and the first graders mutually developed strategies and there were several circumstances in the interaction that nested behavioral problems.

Longitudinal studies are essential for understanding causes of developmental change and growth rates of mathematical achievement. One hundred and twenty-eight UK-based children (M age = 4 years; SD age = 3.3 months; age range 43–54 months; 70 female) were tracked for 15 months, from the beginning of preschool until the end of the first year of primary school (i.e., across 7 preschools to 18 primary schools) and were assessed at three time points. At the beginning of preschool, data were collected from parents and children, including background demographics, domain-specific mathematical skills, domain-general cognitive skills, and language skills. Mathematical achievement was assessed once during preschool and at two time points during the first year of primary school. Using a latent growth model, we examined the contribution of the predictors to the growth patterns in mathematical achievement and the stability of initial individual differences during preschool to school transitions. Results showed that over a period of 15-months, children displayed substantial growth in mathematical achievement. This growth in mathematical achievement was linear and there was little variability in children’s rate of development. In contrast, there was substantial variance in initial mathematical achievement, and this variance was explained by children’s cardinality understanding and receptive vocabulary. These early variations highlight the importance of exposure to mathematical language and concepts in early childhood to ensure the development of broader mathematical skills.

This study found an association between BMI outcome at first year of primary school education and sex, birthweight and breastfeeding status in a cohort of children in the North-West of Ireland. The majority of parents did not express concern related to their child's growth at first year of primary education. •One in every four children in Ireland are classified as having overweight or obesity. •Birthweight and breastfeeding status are factors known to be associated with weight status in childhood. •This study investigated whether there was an association between sex, birthweight and breastfeeding status andthe BMI outcome of a cohort of Irish children in their first year of primary school education (median age: 5.2years). •This study also included an exploration of parents concern related to their child's growth at first year of primaryschool education.

IntroductionThe first years of school are critical in establishing a foundation for positive long-term academic, social and well-being outcomes. Mindfulness-based interventions may help students transition well into school, but few...

La identificación de precursores de la competencia lectora inicial es una estrategia prometedora para prevenir dificultades lectoras. Sin embargo, existen dudas sobre la aplicabilidad de la evidencia disponible al desarrollo lector en ortografías superficiales, como el español, y al caso particular de niños de nivel socioeconómico (NSE) vulnerable. Para resolver esta duda y mediante análisis de regresión múltiple, se estimó el poder explicativo de las habilidades (a) vocabulario expresivo, (b) conciencia fonológica y (c) correspondencia entre fonemas y grafemas, evaluadas al inicio del primer año escolar, sobre la competencia lectora inicial a inicios del primer y segundo año escolar en una muestra intencional de 104 niños hispanoparlantes que asistían a 6 escuelas privadas de NSE vulnerable de Montevideo, Uruguay. Al inicio del primer año escolar, los 3 precursores lograron explicar el 58% de la varianza de la competencia lectora inicial. Sin embargo, un año después, al inicio del segundo año escolar, estos mismos precursores solo lograron explicar un 12% de las diferencias individuales en la competencia lectora inicial. Estos hallazgos contribuyen a una base empírica para la identificación de precursores de la competencia lectora inicial en niños hispanoparlantes de NSE vulnerable. 

The development of achievement strategies and academic skills during the first year of primary school

This study, within the dual context of media education and the use of educational robots, presents a preliminary investigation relating children’s imagery of robots achieved through the analysis of 44 drawings done by children in the first year of primary school. In addition to identifying a set of analytical criteria to be further investigated, the research shows (i) some sources of children’s imagery about robots, (ii) the difficulties of a specific age group to clearly distinguish between toys, robots and human beings and (iii) some possible indications for educational paths.

Chinese mother’s scaffolding of young children’s responses to stress and children’s depressive symptoms during the first year of primary school

Introduction: All children, with or without a (presumed) disability, deserve the opportunity to grow, play, and learn alongside their peers. However, transitions can present challenges for children with disabilities. Therefore, it is crucial to empower children, parents, schools, and childcare providers. We collaborate with childcare facilities, schools, and welfare organisations to promote inclusivity from the start. It is our expectation that the support provided to individual children will broaden the perspectives of workers and educators, leading to a more inclusive approach and the development of skills in working with children with special needs in the future. Method: In Flanders (the northern part of Belgium), we are responding to these challenges through global individual support (GIO) for young children. GIO is accessible and quickly deployable assistance in childcare and schools. The support takes place in childcare, preschool or first year of primary school. It is a mixture of stimulation, coaching, training and assistance with activities. Our staff, equipped with disability-specific knowledge, collaborates with childcare workers and schoolteachers to establish a more inclusive environment from a very young age. Key components include early intervention, active engagement of both parents and the child in guiding the support process, collaborative efforts in exploring, attempting, and seeking solutions or pathways for enhanced inclusion, and empowering children, parents, childcare providers, and (pre)schools. This approach embodies integrated care, leveraging the strengths of the child, parents, childcare providers, schools, and disability-specific support, with a particular focus on transitions (e.g., from home to childcare, from childcare to preschool, and from preschool to the first year of primary school). We do not impose any fees for providing global individual support to parents. Results: A survey taught us how parents experience the global individual support for young children. Parents strongly endorse the principle that Global Individual Support begins with the idea of inclusion and focuses on the capabilities/strengths of their child. They perceive a sense of guidance, active involvement and participation. In 2022, a total of 1079 children received global individual support (66.1% in preschool education, 21.5% in the first grade, 12.4% in baby and toddler programs ). In 52% of cases, support was completed within 4 months. Disability-specific knowledge workers spend an average of 1-3 hours per session in the inclusive environment. Various stakeholders emphasise the added value of collaboration and modelling in an inclusive context. The challenge lies in alignment with the diverse actors involved. Global individual support for young children in Flanders is currently being evaluated. In this presentation we will discuss the key insights and recommendations of this evaluation, from both policy and practice perspectives. Bart Vanvaerenbergh - director, Home Guidance Kadodder Anne Buelens - policy maker, Flemish Agency for People with Disabilities (VAPH)

This research tried to answer the following question: Which are the knowledge related to the Problem s Resolution that the teachers of the first years of Primary School have to dominate to implement a pedagogical practice in Mathematics which breaks with the expositive, training and repetitive model that is predominant in the scholar practice and helps the students to acquire the really relevant and significant knowledge? Facing this problem, the research had as an aim to study, analyze and systematize the main knowledge of the Problem s Resolution methodology, that contribute to the development of the pedagogic practice and to the significant learning acquisition of Mathematics content in the first years of the Primary School. To answer to the proposed question, and to achieve the intended objective, a theoretical research was developed, that, in a general way, describes and analyses the most important characteristics of the teaching and learning Mathematics process, approaching questions that have as an theoretical-methodological the standards of the significant learning theory of Ausubel, discussing the initial and continuing formation of the teachers and their ideas about the teaching and learning process in Mathematics and some methodological alternatives that can contribute with the improvement of the pedagogical practice in Mathematics teaching. This study showed that Problem s Resolution is a methodological trend in Mathematics Education which effectively contributes to transform the classroom Mathematics in a contextualized educational activity that stimulates the participation of the student in the educational process, promotes the significant learning and shows the importance of the Mathematics contents to the day-by-day life.

In the teaching of Slovak language and Slovak literature at the first level of primary education, great attention must be paid to the fact that pupils in the first year of primary school come with different language and speech competencies. We also encounter a similar challenge at the beginning of the fifth grade of primary schools with Hungarian language of instruction, as the level of control of the Slovak language by pupils in transition to the higher level of primary education differs according to the language environment of pupils and schools, according to their level of expressive ability in their mother tongue, innate language skills, psychological and age specificities. The paper includes the Analysis of the current state of teaching Slovak language and Slovak literature in schools with Hungarian language of instruction. When teaching this subject at the primary level of education, attention has to be paid to the fact that pupils in the first year of primary school with Hungarian language of instruction come with different linguistic and speech competences.

The aim of this study is to validate (in a socio-constructivist perspective) the relevance of preschool internal predictors regarding reading and writing acquisition in the first year of primary school. This longitudinal study is also a comparative study between the educational systems in France and Germany.