Grade Children Research Articles

Spelling abilities of Dutch children with developmental language disorder on words differing in complexity

AbstractChildren with developmental language disorder (DLD) often have spelling difficulties. Previous research has established that children with DLD, especially those with additional reading problems, perform below typically developing (TD) children on spelling, but it is unknown if they struggle with certain types of words. We compared the spelling dictation outcomes of 152 Dutch children with DLD attending special education in Grades 5/6, to that of 129 TD children in Grades 4/5, and 108 TD children in Grades 2/3. The dictation task included transparent words (spaarpot ‘piggy bank’), analogy-based words (maaien ‘to mow’), rule-based words (takken ‘branches’), and visual imprint words (cactus ‘cactus’). Within the group of children with DLD, we compared the performance of children with average-to-good reading abilities (n = 62) to that of children with poor reading abilities (n = 82). Children with DLD spelled significantly fewer words correctly than TD children in Grades 4/5, but performed similarly on mean spelling correct to TD children in Grades 2/3. When comparing word categories within groups, all three groups of children performed best on analogy-based words. A difference in spelling patterns on the complex word categories emerged between the groups: Children with DLD in Grades 5/6 and TD children in Grades 4/5 performed similarly on rule-based and visual imprint words, whereas TD children in Grades 2/3 performed better on rule-based than on visual imprint words. Finally, average-to-good readers with DLD outperformed poor readers with DLD on spelling. Children with DLD are delayed in their spelling development. Their spelling pattern on complex word categories is comparable to that of TD children slightly younger than them. A more substantial delay emerges for children with DLD with word reading difficulties compared to children with DLD-only, though their spelling patterns are similar. The results suggest that children with DLD still require continued intensive spelling instruction for all word categories at the end of elementary school.

The Development of Past Tense Forms in Albanian Native Speakers and Learners of English as a Second Language

This study explores how Albanian learners acquire tense-aspect systems, focusing on two distinct groups: adult learners of English as a Second Language (ESL) and young native speakers of Albanian. Drawing on the Aspect Hypothesis (AH), which asserts that the aspectual properties of verbs play a key role in the acquisition of tense-aspect distinctions, the research aims to determine if these learners exhibit universal patterns in their development. Data was collected through written tasks, narrative exercises, and demographic questionnaires from Albanian bachelor’s students and children in grades 2-5. The analysis reveals that Albanian ESL learners demonstrate more variability and complexity in their past tense use, while young native speakers show a more systematic and predictable pattern, consistent with AH predictions. The study provides new insights into how the Aspect Hypothesis operates across different age groups and language contexts, offering valuable recommendations for improving teaching approaches and curriculum design for Albanian ESL learners.

Decomposing Variation in Vocabulary and Listening Comprehension Task Performance in Spanish and English Into Person, Ecological, and Assessment Differences for Spanish-English Bilingual Children in the United States.

We investigated the contributions of person, ecological, and assessment characteristics to one's performance on vocabulary and listening comprehension tasks in English and Spanish. Person characteristics included English learner status, ecological characteristics included instructional program enrollment (bilingual vs. English immersion) and poverty status, and assessment characteristics included the language of assessment (Spanish vs. English) and linguistic grain size (vocabulary vs. listening comprehension). Data were from 208 Spanish-English emergent bilingual children in Grade 1 in the United States and were analyzed using explanatory item response models. Substantial variance in the tasks across both languages was attributable to the random effects of assessment/item (74%) and person (26%). English learner status was a significant student predictor of language performance, and the instructional program was a significant ecological predictor of language performance. Regarding assessment characteristics, both the language of assessment and linguistic grain size explained the variance in performance. There were no differences in performance on English assessments between children in the Spanish-English bilingual program and children in the English immersion program. However, on the Spanish tasks, children in the bilingual program outperformed their peers in the English immersion program. These findings highlight the importance of considering not only person/child characteristics but also ecological and assessment characteristics for Spanish-English bilingual children's performance on oral language tasks. https://doi.org/10.23641/asha.26972749.

Caregiver Perceptions of the Social and Emotional Characteristics of Gifted Children From Early Childhood Through the Primary School Years

ABSTRACT Caregivers play an important role in the development of talent in high-potential children, however, limited research exists on their observations and perceptions of their child’s development. The purpose of this exploratory study was to examine caregivers’ perceptions of the social and emotional characteristics of gifted children in grades K–3. Semistructured interviews were held with a purposive sample of 11 caregivers of intellectually gifted children between the ages of 5 and 9. A thematic analysis revealed two overarching themes: (a) sensitivities and intensities, and (b) behaviors associated with challenges at home and school. Participants also completed questionnaires on personality factors and overexcitabilities. A hierarchical cluster analysis and k-means cluster analysis indicated that highly and profoundly gifted students scored higher in the five Dąbrowskian overexcitabilities as well as openness to experience. Implications are discussed for research and practice.

Parental and Teacher Perspectives on Children’s Use of the Internet

As a result of the COVID-19 pandemic, the use of technology and the internet was highlighted when teachers were encouraged to prepare teaching materials, so that online classes could be conducted smoothly and children`s education could continue. This form of teaching and activities, as well as isolation itself, resulted in children spending hours in front of the screen. The paper will present the results of a survey of the opinions of teachers (N=43) and parents of school-age children (N=55), regarding the habits, benefits and dangers of using the internet by children in the lower grades of elementary school. Descriptive and frequency analysis, as well as z-test and t-test, were used to process the obtained data in order to determine whether there is a difference in the opinion of teachers and parents about the forms of the child's use of the internet, the benefits and safety of using the internet.

Exploring a dual-factor mental health screening model with children in grades 5-10.

The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-referenced classifications with a nationally representative sample of U.S. children in Grades 5-10 (N = 5,949). Students' responses were classified into one of four possible DFMH statuses: complete mental health, troubled, symptomatic but content, or vulnerable. Results indicated most students were classified as complete mental health (71.2%), followed by symptomatic but content (13.2%), vulnerable (10.6%), and troubled (5.1%), respectively. Criterion validity findings showed students classified in the complete mental health group had the most beneficial concurrent outcomes across several academic, behavioral, and emotional indicators when compared with students in all other DFMH groups. Additionally, students in the symptomatic but content group demonstrated substantively better outcomes than both vulnerable and troubled students, whereas students in the vulnerable group had similar concurrent outcomes compared to those in the troubled group. Overall, results from this study provide further validity evidence supporting the interpretation and use of a DFMH screening model in schools with a nationally representative sample of elementary, middle, and high-school-aged youth. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Socio-demographic and other factors contributing to excessive leisure screen time in preadolescent children.

Excessive screen use in early school age is associated with worsened health habits and negative child development in later age. We aimed to assess the time spent on modern and traditional screen-based devices and examine its associations with socio-demographic characteristics. This population-based cross-sectional observation study was conducted in Czechia, Slovakia and Finland between April and June 2021. Participants (N = 1,915) were parents/caregivers of children attending elementary school grades 1 to 3, selected by stratified random sampling. Children's daily leisure screen time (LST) based on parental reports was the main outcome. Descriptive statistics, mean comparison and linear regression analysis were used for the analysis. The average daily LST was found to be as high as 3.5 hours and significantly associated with most socio-demographic variables. Eighty percent of children exceeded the threshold of two hours of LST per day, which was formerly introduced by the American Academy of Pediatrics. The most important predictor of LST in children was having their screen-based device(s) for their exclusive personal use (EPU). Linear regression with all predictors assessed together confirmed the significant effect of the screen-based devices' EPU, the child's sex and grade, the child's birth order and the parent's education, even when controlled for media parenting practices. Given the widespread availability of smartphones for exclusive personal use among young children, the regulation of EPU and the reinforcement of effective media parenting practices, particularly in families with lower education and income, are critical public health strategies to mitigate the negative impact of excessive screen time on child development and overall well-being.

Determinants of parents’ readiness for face-to-face learning among elementary school children during the new normal

Introduction: This study aimed to identify factors influencing the readiness of parents with elementary school-age children for face-to-face learning using the Health Promotion Model (HPM). Methods: This was a cross-sectional study. The study population consisted of parents of elementary school students in Surabaya. A purposive sampling method was used to select 395 respondents. The independent variables included motivation, parental knowledge, perceived benefits, perceptions of barriers, self-efficacy, interpersonal factors, situational factors, and commitment. The dependent variable was parental behavior in face-to-face learning readiness. Data were collected using a validated and reliable questionnaire. Data analysis was conducted using a logistic regression test, with a significance level of α ≤ 0.05. Results: Most parents were 37 years old, and children in the 5th grade of elementary school. Most of the parents' motivation was in the sufficient category (57%). The parents’ knowledge of COVID-19 was good (66.8%). Most parents had a good perception of benefits (68.4%), and the perception of barriers was sufficient (59.7%). Good self-efficacy was observed in only 49% of cases, and interpersonal and situational factors accounted for 99.7% and 100%, respectively. Meanwhile, regarding parental readiness for face-to-face learning, the majority exhibited good behavior (96.2%). The factors that influenced parental behavior in face-to-face learning readiness were parental knowledge (0.010), perceived benefits (0.019), and commitment (0.029). Conclusions: Good knowledge, perceived benefits, and parental commitment are factors that influence parents' readiness to participate in face-to-face learning. Keywords: COVID-19, face-to-face learning, good health and well-being, Health promotion model (HPM), parents

Validating a Creative Coding Rubric through expressive activities for elementary grades

Creative coding offers the opportunity to express oneself on open-ended coding platforms through artistic expression, storytelling, and experimenting with program syntax in unconventional ways. However, research on the creative aspects of coding education and its assessment remain underexplored. This study addresses this gap by developing and validating a Creative Coding Rubric tailored for early childhood creative coding projects. Our study collected and analyzed ScratchJr projects from 1201 children in grades K-2, revealing substantial agreement among raters (n = 15) for the rubric. Additionally, significant positive correlations among rubric items and high reliability (α = .93) indicate its validity and consistency. This Creative Coding Rubric presents a promising tool for early childhood educational settings to evaluate creative coding skills in playful, open-ended ways.

TEACHING SURFACE MEASUREMENT UNITS TO ELEMENTARY SCHOOL STUDENTS

Mathematics learning needs to be taught to elementary school children because they will encounter various mathematical problems in their daily lives. The aim of this research is to describe surface material mathematics learning in elementary school children in grades 1 and 2 in Uzbekistan. This research is phenomenological research where researchers describe real situations in the field and report them scientifically. The data collection method used is observation. The results of the research show that teaching surface material mathematics in grades 1 and 2 of elementary schools in Uzbekistan is carried out using the drill/drilling method where the teacher gives students various problems about various types of surfaces. The conclusion obtained from this research is that the drilling method is able to make teachers successful in teaching surface material to students in grades 1 and 2 in elementary schools in Uzbekistan

Aligning extracurricular school activities with physical literacy: pilot evaluation through self-study of practice.

Although several important documents of education and health promotion on the international level favor practices geared toward physical literacy (PL), not all countries have yet gained experience with this holistic concept. Therefore, numerous stakeholders and practitioners who intend to align their interventional activities with PL will soon face the situation that there are no recommendations for their specific culture and language for how to design such programs. Given that such recommendations are also lacking for Germany, the goal of the present study within the uncontrolled pilot cycles of the PLACE study was (a) to describe the process of a female pedagogue (27 years old, previously unexperienced with PL) initially familiarizing herself with the PL concept and its implementation opportunities for the school setting, and (b) to retrace the process of developing and refining a PL-driven intervention for extracurricular physical education (60-90 min) of children in grades three and four at primary schools in Bremen. Adopting a self-study design, this endeavor emphasized continuous reflexivity involving: (a) session protocols; (b) biweekly discussions with another coach; (c) weekly discussions between scientists and stakeholders of youth development ("multi-perspective panel"); (d) weekly observations and impressions during field work; and (e) summative group interviews with children (n = 17, age range: 8-9 years, 17.6% boys). Written documents underwent qualitative content analysis with inductively generated categories. Despite explicit links between the theoretical PL domains and the intervention content, the character of how PL informed the intervention level was dominated by the stance and atmosphere implemented by the deliverer (e.g., participatory attitude, open mindset). Accordingly, the team revised the intervention primarily on the levels of organization (temporal schedule and sequences), instruction, and materials. After initial stages of didactically "surviving" within classes, the deliverer could increasingly integrate tasks of cognitive engagement and provide choice for students enabling individual autonomy for nurturing a person-centered approach. This study encourages teachers and stakeholders of physical education to seek exchange with scholars or other practitioners while simultaneously demonstrating patience in comprehensively internalizing PL and efficiently translating the concept into routines in line with individual's quality standards.

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children.

According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency). We investigated the moderating roles of teacher-child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children. We recruited n = 278 fourth grade children (Mage = 10.47, SDage = .55, 53.24% female; 37% first-generation immigrant and refugee children). Questionnaires assessed children's reported teacher-child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses. Teacher-child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness. Teacher-child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.

What Determinants Are Related to Milk and Dairy Product Consumption Frequency among Children Aged 10-12 Years in Poland? Nationwide Cross-Sectional Study.

Due to their high nutritional value, milk and dairy products should be a permanent element of a properly balanced diet for children and adolescents. The study aimed to identify (i) the frequency of milk and dairy product consumption by children aged 10-12 years in the opinion of children and their parents and (ii) the determinants related to the consumption of these products (including lifestyle, nutrition knowledge, and the nutritional status of children's as well as parents' nutrition knowledge). A cross-sectional study was conducted with 12,643 primary school students aged 10-12 and 7363 parents. Dietary data were collected using the Food Frequency Consumption and Nutritional Knowledge Questionnaire (SF-FFQ4PolishChildren® and KomPAN®). Anthropometric measurements were taken and body mass index (BMI) and waist/height ratios (WHtR) were calculated. A logistic regression model was used to assess the likelihood of the frequent consumption of dairy products in the opinion of both the children and their parents, and the quality of the obtained models was assessed using model fit statistics and the Hosmer and Lemeshow test. The frequency of consuming milk and milk products (every day and more) was low in the opinion of children aged 10-12 years (29.6%). According to their parents, the frequency of the consumption of dairy products was slightly higher (44.8%). Six factors associated with the frequency of milk and dairy product consumption were identified independently. These included schoolchildren and their parents' nutrition knowledge, physical activity, sleep, gender, and place of residence. More of these products were consumed by children with greater nutrition knowledge-both their own and their parents'-higher physical activity, longer sleep duration, males, and those living in the city. Family eating habits, particularly eating meals together, also played an important role in the consumption of milk and dairy products. According to the parents, the children in older grades were less likely to consume dairy products more frequently. The obtained results suggest an insufficient consumption of milk and dairy products. The identification of modifiable factors, such as nutrition knowledge, physical activity, sleep duration, and eating meals with the family, suggests the need to improve the existing strategies, including activities encouraging nutritional education for both schoolchildren and their parents.

Development and psychometric properties of the Japanese version of Child and Youth Resilience Measure-Revised (CYRM-R) among Japanese youth

Objectives Resilience is the ability to navigate adversity and recover from challenging situations. Developing resilience at a young age promotes mental health and provides benefits throughout one's lifespan. Validated measures for assessing resilience at a young age are required in both clinical practice and epidemiological studies. The Child and Youth Resilience Measure-Revised (CYRM-R) is a tool used worldwide to assess resilience in children and young people. The objective of this study was to develop a Japanese version of the CYRM-R and investigate its psychometric properties.Methods Children in grades 5-9 were recruited via a two-stage cluster random sampling taken from the Japan Adolescent and Youth (JAY) Longitudinal Cohort Study. The participants completed the Japanese version of the CYRM-R . The CYRM-R consists of two subscales, personal resilience and caregiver resilience, with a total of 17 items. The linguistic validity of the Japanese version of the CYRM-R was ensured through translation and back-translation.Cronbach's alpha coefficients were examined for the total score and the two subscales to assess the internal consistency of the Japanese version of the CYRM-R scale. In addition, correlation coefficients of the subscales were calculated. For factorial validity, a confirmatory factor analysis was conducted on the same two-factor structure as in the original version to assess the model's goodness of fit. Results A total of 2,266 children (50.0% male) were included in the study. The overall Cronbach's alpha of the Japanese version of the CYRM-R obtained from this sample was 0.956; For the personal resilience subscale, Cronbach's alpha was 0.932; for the caregiver resilience subscale, it was 0.919. Significant positive correlations were also found between subscales (r = 0.827, p < 0.001). A confirmatory factor analysis was conducted using a two-factor structure for validity. The model fit was good (RMSEA = 0.085, SRMR = 0.041, CFI = 0.934).Conclusion The Japanese version of the CYRM-R maintained the same two-factor structure as the original version. The study findings showed that the Japanese version of the CYRM-R had adequate internal consistency and factorial validity for assessing resilience in children and youth. Therefore, this scale is a valuable tool for identifying individuals or groups at risk in terms of children's resilience and for evaluating the effectiveness of support and interventions.

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

AbstractWe examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.

A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study.

We created and tested a family-based intervention with families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students' knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children's narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-U, and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.

Psychometric Support and Measurement Invariance of a Turkish Version of the Transformational Parenting Questionnaire.

Our primary objective in this study was to psychometrically evaluate the Transformational Parenting Questionnaire (TPQ) within the Turkish context. Secondarily, we aimed to determine whether the questionnaire demonstrated measurement invariance across children's genders and grade levels. We included 950 participants, aged 11-18years (446 girls, 498 boys, 6 unspecified gender identity; Mage = 14.73, SD = 1.85years). Confirmatory factor analysis provided support for the original 4-factor structure of the TPQ, and there was satisfactory criterion-related correlational validity between this instrument and the Satisfaction with Life Scale. The TPQ exhibited robust internal item reliability coefficients, and respondent's test-retest correlations over a 15-day interval suggested adequate item response consistency. Importantly, we confirmed measurement invariance of the scale across participants gender and educational grade levels. In summary, we found that the TPQ was a valid and reliable tool for assessing Turkish children's perceptions of transformative parenting behaviors.

Toothbrushing Behavior and The Incidence of Dental Caries In Children

One of the most common children's dental health problems is dental caries. Childhood is the beginning of behavior formation, therefore it is hoped that parents can educate their children to behave correctly in maintaining healthy teeth and mouth.This research used descriptive survey research methods. The design of this research is cross sectional. The research was conducted at MIS Cempaka Putih and MIS Sungai Baru, South Kalimantan. The population in this study was all students in grades 4-6 at MIS Cempaka Putih and MIS Sungai Baru, there are 41 people. The sampling technique in this research used the total sampling method. The variables in this study are children's dental health behavior and the DMF-T index. The data that has been collected will be processed through editing, coding, tabulation and descriptive data analysis. This research was conducted at MIS Cempaka Putih and MIS Sungai Baru Banjarmasin in February 2022. Respondents were 10-12 years old. The dental health behavior of children in the good category was 14 people (34.15%), 15 people (36.58%), and 12 people less (29.27%). DMF-T index in the very high category was 3 people (7.32%), high was 4 people (9.76%), medium was 18 people (43.90%), low was 13 people (31.70%), and very low 3 people (7.32%). Based on the research results, it can be concluded that the dental health behavior of children in grades 4-6 at MIS Cempaka Putih and MIS Sungai Baru is mostly adequate for 15 people (36.58%). The class 4-6 DMF-T index in MIS Cempaka Putih and Sungai Baru has an average value of 3.5, including the medium category.

Pengaruh Brain Gym Terhadap Tingkat Konsentrasi Belajar Siswa di SDS Eben Haezer Family

Concentration of learning in children is how children focus on doing or doing something until the job is done in a certain time. In some 6th grade children at Eben Haezer Family Elementary School have difficulty concentrating which causes a decrease in learning achievement due to the fact that children often play gadgets, experience low thinking levels such as memory disorders, and children have a history of illness since childhood so that teachers who also complain and are confused in improving and overcoming children who have difficulty concentrating when learning takes place. Brain gym is a collection of simple movements that aim to connect or unite the mind and body so that not only will facilitate the flow of blood and oxygen to the brain, but also movements that can stimulate the work and functioning of the brain optimally. This study was conducted to determine the effect of Brain Gym on the level of learning concentration in students at SDS Eben Haezer Family. This study is a quantitative research pre-Experimental approach one group pre-post test with a sample of 21 respondents with a total sampling technique. Analysis of the data in this study using the Wilcoxon test with the analysis test obtained the value of p value =0.000 (p&lt;0.05) so that the conclusion of this study there is the influence of Brain Gym on the level of concentration of learning in students at SDS Eben Haezer Family.