Children's Academic Success Research Articles

METHODOLOGY FOR DEVELOPING LANGUAGE SKILLS IN PRIMARY SCHOOL STUDENTS

Language skills form the foundation of a child's academic success and social development, making their cultivation in primary education a critical focus. This study examines effective methodologies for developing language skills in primary school students, emphasizing strategies that engage young learners and promote active participation in the learning process. The objective of the study is to identify and evaluate innovative teaching methods that enhance early language acquisition, fostering communication, comprehension, and critical thinking skills among students. The methodology adopted includes a mixed-methods approach, combining classroom observations, interviews with educators, and analysis of student performance to gather comprehensive data. Challenges identified include the need for teacher training in creative methodologies and the integration of language development into broader curricula. The study concludes that effective language teaching methodologies can substantially enhance students' linguistic and cognitive abilities. Recommendations include incorporating innovative teaching practices, providing professional development for educators, and conducting further research on technology's role in language skill development. These findings offer valuable insights for educators seeking to improve language education in primary schools.

Impact of Parental Deprivation on Academic Success of Children: A Study of Public Primary Schools in Masaba South, Kenya

This study investigated the relationship between parental deprivation and academic achievement among children from public primary schools. Using correlation and cross-sectional study designs, data were collected from 10 schools, involving 324 randomly selected children in grades 4 and 5. Results revealed a high prevalence of parental deprivation, with significant deficits in necessities, safety, shelter, educational resources, and parental care. Most children reported problems with clothing (95.1%), food (98.8%), safety (65.9%), shelter (34.7%), education (87.3%), quality time with parents (88.2%), and parental discipline (83.6%). Parental deprivation negatively impacted academic achievement. Grade level (Adjusted β = 0.1, 95% CI [-0.8, 1.0], p = .819) and age (Adjusted β = 0.5, 95% CI [-0.1, 1.0], p = .110) showed no significant associations with absenteeism or grades. However, difficulties affording shelter were a significant negative predictor of grades (aβ = -2.7, 95% CI [-2.8, -2.6], p < .001), while spending quality time with parents positively influenced grades (aβ = 0.4, 95% CI [0.2, 0.6], p < .001). The study demonstrated the need for comprehensive interventions addressing parental deprivation's material and education achievements. Recommendations include strengthening social safety nets, enhancing educational resources, promoting positive parenting practices, and addressing economic inequalities.

Sharing Stories Versus Explaining Facts: Comparing African American Children's Microstructure Performance Across Fictional Narrative, Informational, and Procedural Discourse.

Both fictional oral narrative and expository oral discourse skills are critical language competencies that support children's academic success. Few studies, however, have examined African American children's microstructure performance across these genres. To address this gap in the literature, the study compared African American children's microstructure productivity and complexity across three discourse contexts: fictional narratives, informational discourse, and procedural discourse. The study also examined whether there were age-related differences in microstructure performance by discourse type. Participants were 130 typically developing African American children, aged 59-95 months old, enrolled in kindergarten through second grades in a Midwestern U.S. public school district. Wordless children's books were used to elicit fictional narratives, informational, and procedural discourse. Indicators of microstructure performance included measures of productivity (i.e., number of total words and number of different words) and complexity (i.e., mean length of communication unit and complex syntax rate). The effects of genre and age on microstructure performance were assessed using linear mixed-effects regression models. Children produced longer discourse and used a greater diversity of words for their fictional stories compared to their informational or procedural discourse. Grammatical complexity was greater for fictional narratives and procedural discourse than informational discourse. Results showed greater productivity and complexity among older children compared to younger children, particularly for fictional and informational discourse. African American children exhibit variation in their microstructure performance by discourse context and age. Understanding this variation is key to providing African American children with support to maximize their oral language competencies.

Educational Exit and the Pursuit of a Happy Childhood Among Singaporean Middle‐Class Families

ABSTRACTOn the basis of ethnographic fieldwork in Singapore, the article explores the tension between children's academic success and emotional wellbeing, and the ways in which middle‐class parents navigate these conflicting aspirations. It delves into families with young children who pursue alternative lifestyles by moving abroad to a presumably less stressful environment or by homeschooling their children. The study aims to understand how parents who ‘opt out’ perceive their children's future and the sacrifices they make in pursuing alternative education for their children. Decisions were made to ‘protect’ the child from the potentially negative effects of a competitive education system, while pursuing an alternative childhood and school–life balance. East Asian education systems are globally renowned for their high academic standards and for producing students who score at the top on international assessment tests and rankings. In this context, alternative educational pursuits are both less established and less well understood, yet they are central to understanding emerging aspirations of wellbeing as well as the reconfiguration of conventional ideals of upward social mobility.

Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan

AbstractThis paper explores how non‐Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy‐Value Theory to explore teacher participants’ views of the barriers and challenges to educational success for their Indigenous students. Previous research suggests a deficit view among majority background teachers, depicting them as biased against Indigenous peoples and lacking relevant knowledge that would allow them to teach Indigenous students and about Indigenous cultures and histories. In contrast with this previous research, the teachers we interviewed exhibited a good and nuanced understanding of the obstacles and challenges of Indigenous students, families and communities which prevent their success. The teachers in our study indicated that they lack agency and are limited by structural forces in effecting meaningful change. Far from holding deficit views, the teachers interviewed pointed to the importance of working together with Indigenous families and communities to support the learning of Indigenous students. In our conclusion we point to ways of capitalising on the non‐deficit positive views captured here to effect long‐term sustainable change to support teachers to, in turn, support the learning of Indigenous students.

Investigating the Impact of Parental Involvement on Student Academic Achievement

Parental involvement is considered as one of the most influencing factors of a child's academic success. Like primary caregiver’s parents shape child’s attitude, behavior and success at school. Parental involvement not only affects academic achievement , but also personal development too. Our research reveals that parental involvement contributes to a child's social interaction, overall well-being, self-esteem and intellectual development. Many scholars have found that a good connection of parent’s influence makes a positive outcome of a child’s behavior, regular attendance, and academic achievement. However, there is still a gap on how to find appropriate strategies and forms of parental engagement. The research purpose tries to examine the connection of different parental engagement types as school events, conferences, meetings, involvement in homework. The research concludes with the main findings and discussion that shows how parental involvement helps to achieve student’s success.

Peran Orangtua dalam Mendukung Keberhasilan Akademik Anak di Sekolah Dasar: Tinjauan Literatur

Education in elementary school is an important foundation for a child's overall development. This literature review explores the strategic role of parents in supporting children's academic success. Parents play a crucial role through learning assistance, communication with teachers, creating a conducive learning environment, as well as motivation and emotional support. The level of parental involvement is influenced by factors such as background, culture, parenting style, and environmental support. Best practices include partnerships with teachers, learning routines, appreciation, and providing learning resources. Even though there are challenges, opportunities for optimizing parental support can be realized through parent-school-community partnerships, parent training programs, and the use of technology.

Dukungan Keluarga Sebagai Faktor Penentu Prestasi Akademik Anak Disabilitas Netra

The aim of this research is to assess the importance of family support in encouraging academic success in children with visual disabilities. The main study in this research focuses on the role of the family in encouraging the academic achievement of children with visual disabilities and the approaches taken. Data collection in this research was through in-depth interviews. The results of this study highlight the important role of family support, particularly parental involvement, in promoting good outcomes for students with visual disabilities. Apart from support from family, educators and peers also play an important role in strengthening self-confidence, academic performance and improving skills in children with visual disabilities. Increased parental support is associated with increased motivation and empowerment to realize the potential of children with visual disabilities.

Identifying and Navigating the Barriers of Parental Involvement in Early Childhood Education

Parental involvement in early childhood education significantly impacts children's academic, socio-emotional, and behavioral outcomes. Extensive research indicates that parental involvement plays a more influential role in a child's academic success compared to socioeconomic status, race, ethnicity, or educational background. However, a noticeable gap exists between the desired and actual levels of parental involvement, often attributed to identifiable barriers. This study aims to delineate these obstacles and proposes cost-effective, actionable steps to overcome them. We introduce specific strategies that enhance the home-school partnership and recommend that schools actively teach and promote these activities. These practices highlight the dual importance of parental support for school-based learning and school support for home-based activities.

Print-Rich Speech Sound Therapy Sessions: The Theory Behind It and Plans for Implementation

Purpose: Print knowledge is a powerful predictor of later reading abilities, which are crucial to children's academic success. Children with speech sound disorders (SSDs) are at risk for literacy difficulties. Speech sound therapy is an opportune time to address not only speech sound production but also the connections between speech sounds and their associated letters and letter patterns. This tutorial aims to provide a rich source of evidence to support the use of print and print-referencing in speech sound therapy sessions. We include feasible suggestions for speech-language pathologists (SLPs) to facilitate print-rich experiences for children with SSDs. Incorporating orthography into therapy sessions, through activities such as shared book reading, allows SLPs to address speech sound errors while supporting children's literacy development. Conclusions: This tutorial provides an overview of the risk of literacy deficits in children with SSDs and describes the theoretical underpinnings of why incorporating print is a powerful learning tool. We expand on the research behind print referencing in preschool classrooms. Finally, we provide detailed examples, including book lists and therapy ideas for a variety of ages, to help SLPs add print referencing to their therapy toolkit.

Kegiatan Pengabdian Masyarakat Terhadap Deteksi Dini Gangguan Perilaku, Emosional, Dan Psikososial Di Sekolah Dasar Negeri Maleber

The aim of early detection of behavioral, emotional and psychosocial disorders in children is to identify students who require further examination based on the results of the examination. In this activity, interviews were conducted according to the Pediatric Symptom Checklist 17 (PSC-17) questionnaire. It is estimated that it can increase insight into the importance of early detection of behavioral, emotional and psychosocial problems so that it can improve children's well-being and academic success.

PARENTAL INVOLVEMENT LAWS IN CHILD EDUCATION: A USA AND AFRICAN REVIEW

This research explores the legal frameworks and implications of parental involvement in child education in both the United States and African countries. The study recognizes the crucial role that parents play in shaping a child's academic success and well-being and aims to compare and contrast the diverse approaches adopted by the USA and various African nations. In the United States, the analysis delves into the landscape of federal and state-level parental involvement laws, examining their historical development and their impact on fostering collaboration between parents, educators, and schools. The research investigates the effectiveness of these laws in promoting student achievement, addressing educational disparities, and ensuring equitable access to quality education across diverse socioeconomic backgrounds. Concurrently, the study extends its focus to the African context, acknowledging the unique socio-cultural, economic, and political factors that influence the implementation of parental involvement laws in different nations on the continent. With a diverse range of educational systems, the research seeks to identify commonalities and disparities in parental involvement strategies across African countries. It explores the extent to which cultural norms and governmental policies influence parental engagement in the educational process, and how this, in turn, impacts student outcomes. Furthermore, the research investigates the challenges faced by both the United States and African countries in implementing and enforcing parental involvement laws. It scrutinizes potential barriers, such as socioeconomic disparities, cultural differences, and infrastructural limitations, and explores strategies to overcome these obstacles. The comparative analysis presented in this study contributes to a nuanced understanding of the global landscape of parental involvement in child education. By shedding light on the successes and challenges faced by both the USA and African nations, policymakers, educators, and researchers can glean valuable insights to inform the development and refinement of parental involvement laws, ultimately striving for educational systems that empower parents and optimize the learning experiences of children worldwide.
 Keywords: Parental, Laws, Child, Education, USA, Africa, Review.

Evaluating the Experiences of Occupational Therapists and Children Using the SensoGrip Pressure-Sensitive Pen in a Handwriting Intervention: Multimethods Study.

The acquisition of handwriting skills is essential for a child's academic success, self-confidence, and general school performance. Nevertheless, an estimated 5% to 27% of children face handwriting challenges, where the ability to modulate pressure on the pencil and lead on the paper is a key motor component. We aimed to investigate the experience with and usability of the SensoGrip system, a pressure-measuring pen system with personalized real-time feedback about pressure modulation, in a clinical setting with children and occupational therapists (OTs). A multimethods study was conducted, incorporating qualitative interviews and questionnaires with children, user diaries, focus group discussions, and a usability questionnaire with OTs, along with a questionnaire for parents. The study involved OTs (n=8), children with handwriting difficulties (n=16), and their parents (n=16), each of whom used the SensoGrip system in up to 5 therapy sessions. OTs reported that the SensoGrip system helped to focus the child's awareness on handwriting pressure and to measure it objectively. The system received high acceptance and usability ratings from the OTs-usefulness: median score of 4 out of 7; ease of use and ease of learning: median score of 6 out of 7; and satisfaction: median score of 6 out of 7. Participants appreciated that it fosters pressure awareness and motivation to draw and write. The SensoGrip pressure-sensing system with real-time feedback is a promising tool for pediatric occupational therapy. It supports children with handwriting difficulties to adjust their pressure application during the task. In the future, controlled quantitative trials are warranted to further examine the system's impact.

The Influence of the Parenting Style on Children's Social Ability and Developmental Ability

This paper investigates the significance of parenting styles in influencing children's development, social skills, and academic performance. Drawing from prominent studies, particularly the pioneering work of Dr. Diana Baumrind, four parenting styles (PSs) are examined: authoritative, authoritarian, permissive, and neglectful. The research underscores the authoritative style as the most balanced and effective approach, characterized by emotional support, clear rules, and reasonable expectations. Children raised under authoritative PS can have higher self-esteem, improved social competence, and better emotional regulation skills, contributing to enhanced overall well-being and a higher quality of life. The paper also delves into research exploring the impact of social skills on academic performance. Prosocial behavior and positive social interactions are found to be significant predictors of better grades and competencies, while peer problems and negative social experiences can hinder academic achievement. Ultimately, this research highlights the pivotal role of PSs in shaping children's lives. By recognizing the importance of authoritative parenting and promoting positive social interactions, caregivers can cultivate an environment that nurtures children's well-being, social skills, and academic success, ultimately empowering them to thrive and reach their full potential.

Parental Involvement and Its Influence on Academic Achievement

Purpose: Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes. Methodology: The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights. Findings: Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement. Conclusion: The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

Some Moral Issues in School Education in India

Abstract: Ancient Educational Systems in India and Other Civilizations emphasize holistic development and education as values. For example, the Gurukul system always focuses on educating students not only in academic subjects but also in ethics, morals and life practices. Teachers play an important role in developing students' character and character, ensuring responsibility, respecting elders, and valuing cultural heritage. However, as time passed, this tradition disappeared. The current education system sees education as a commodity. For this reason, there are big differences between private schools and public schools in terms of education quality. Moral education was restored and the study of character and behaviour was restricted to private schools. The high cost and selective access to these schools limits equitable educational opportunities for those who are already socially and economically disadvantaged. These socioeconomic differences can have a significant impact on a child's education and academic success. In the first part of this article I will try to analyze some important justice issues related to schools, then in the second part I will try to offer some ways to reduce the above ethical problems.

Kontribusi Dukungan Orang Tua Dalam Layanan Konsultasi Bimbingan Dan Konseling

The aim of this research is to find out how parental involvement influences the provision of guidance and counseling consultation services. Family is the first and most important social environment for a child. Parental guidance, love, and supervision can contribute to the development of children's self-confidence and academic success. To deal with children's problems effectively, counselors, educators and parents must work synergistically. An additional strategy to encourage this collaboration is to offer parent consultation services. This can help parents strengthen their bonds with their children, offer wise guidance, and realize the impact of love on family growth. To increase collaboration between counselors, educators and parents in dealing with children's problems, it can be concluded that parent consultation services are an important strategy.

Exploring collaborative strategies used by school management teams to sustain parental involvement in Xhariep District schools

The annual analysis of schools’ results shows that Xhariep District still has many underperforming schools at the primary level, requiring continuous intervention from the Free State Department of Basic Education. This article explored collaborative strategies used by School Management Teams to sustain parental involvement in Xhariep District primary schools. The article is based on one of the authors' Masters dissertations. It is a qualitative research project that is based on the collaboration theory. After conducting a convenience sampling, 15 participants, including SMTs, teachers, and parents, were interviewed to determine their perception of parental involvement. The research used the inductive thematic analysis method, resulting in the identification of categories and trends and the interpretation of findings. The results of this study suggest that many societal issues contribute greatly to negative educational outcomes in the district. Most learners continue to become less interested in going to school, thus dropping out at the primary school level. The study also found that the contribution of parents to education is essential to ensuring a child's academic success, well-regulated school attendance, and acceptable levels of behaviour in and out of school. Therefore, the article recommends that parents be empowered and developed to have the necessary attributes essential to their participation and educational partnerships with schools.

Initiating Parental Involvement: Strategies Towards Children's Academic Success.

Initiating Parental Involvement: Strategies Towards Children's Academic Success.

Speech, Sign, or Both? Factors Influencing Caregivers' Communication Method Decision Making for Deaf/Hard of Hearing Children.

Caregivers of deaf/hard of hearing infants are faced with challenging decisions regarding their child's communication method. The purpose of the current research note is to characterize the advice that caregivers receive and value as well as the factors that influence caregivers' decision making. The current study enrolled 105 caregiver-child dyads, including children between 12 and 18 months of age with bilateral, congenital hearing loss. All children were exposed to spoken language, and 63.81% of children were also exposed to sign language. Caregivers completed the "Making Decisions About Sign, Speech, and Multilingualism Survey" (Crowe et al., 2014). Caregivers most frequently received advice to use both speech and sign and highly valued advice from speech-language pathologists. When considering the use of speech, the factors that caregivers most frequently rated as very important were "My child's future academic success" (96.19%), "My child's future literary success" (95.24%), and "My child's future access to higher education" (95.19%). When considering the use of sign, the factors that caregivers most frequently rated as very important were "My child's ability to form friendships and future relationships" (82.52%), "My child's future literary success" (81.37%), and "My child's future academic success" (81.37%). Results of the current study suggest that throughout the decision-making process, caregivers' highest priority is understanding how their decisions will influence their child's future access to opportunities and relationships. Providers may consider discussing these factors early in the decision-making process to support caregivers' ability to make an informed choice regarding their child's communication method.