Grade Children Research Articles

How does parental rearing patterns of children in upper primary school impact social withdrawal? A mediating effect of emotional regulation.

The present study endeavors to elucidate the impact of emotional regulation and parental rearing patterns on the social development of children in the upper grades of primary school. A burgeoning body of literature suggests that these factors significantly influence children's social adaptation and emotional well-being, yet a comprehensive examination of these relationships is warranted. Employing a cross-sectional design, this investigation utilized the Egna Minnen Beträffande Uppfostran (EMBU), Emotional Regulation Questionnaire for Children (ERQC), and Child Behavioural Issues Scale (CBCL) to assess a sample of 276 pupils across grades 4-6. The selection of these instruments allowed for a multifaceted evaluation of the constructs of interest. A pronounced disparity in parental rearing practices, emotional regulation capabilities, and levels of social withdrawal was observed among the different grades, with grade 5 exhibiting the most pronounced effects. Parental emotional warmth demonstrated a significant positive correlation with children's emotional regulation abilities, while punitive, rejecting, and preferential behaviors were inversely correlated. The study established that parental rearing practices indirectly influence social withdrawal through the mediating role of children's emotional regulation, underscoring the complexity of this relationship. The results underscore the salient role of parental rearing and emotional regulation in the social development of children. The study contributes to the existing literature by providing a nuanced understanding of the mechanisms through which parenting styles and emotional competencies interplay to affect social withdrawal. Implications for educational practices and future research directions are discussed.

The impact of school closures during the COVID-19 pandemic on reading fluency among second grade students: socioeconomic and gender perspectives.

The acquisition of reading skills is a crucial milestone in early education, with formal instruction and practice playing pivotal roles. The outbreak of COVID-19 led to widespread school closures and a shift to remote learning. This study aimed to investigate the effects of school closures on reading acquisition and fluency among a large sample of second-grade children, considering socioeconomic status (SES) and gender differences. In 2019, a cohort of 2228 second-grade students from 34 schools was assessed for word reading fluency and comprehension. In 2020, during the pandemic, 765 students from a subsample of 20 original schools were re-evaluated using the same measures. The study also collected school-related data. The findings from the entire sample indicated no significant differences in fluency and comprehension scores between children in the second grade in 2019 and 2020. However, a significant interaction emerged when analyzing low SES versus high SES children. Children from low SES backgrounds exhibited notably lower reading scores after a year of remote learning due to the COVID-19 outbreak. Moreover, the disparity in reading scores between low SES and high SES children nearly doubled in 2020. Gender differences were also detected. These results underscore the impact of remote learning during the COVID-19 crisis on exacerbating gaps in reading fluency and comprehension between children from high and low SES backgrounds. The implications of these findings highlight the critical role of in-person schooling and targeted support for disadvantaged students, especially during pivotal stages of reading development.

Stretching exercises for growing children: evaluation of obesity, flexibility, pain and injury of musculoskeletal organs before and one year later.

Objective: Rapid bone development in growing children causes excessive tension in the lower extremities' muscles and tendons, leading to reduced flexibility and increased musculoskeletal disorder risk. Further, lack of exercise causes obesity. Therefore, we created a stretching exercise protocol to prevent musculoskeletal disorders in elementary school (middle and upper grades) children during their growth period, when rapid bone development begins. Patients and Methods: We examined the effects on pain, injury, and flexibility. Fifty-three (boys: 34, girls: 19) students in grades 3-5 (ages 9-11) performed the stretching exercises at school thrice a week for one year, and we compared the results before and a year after the intervention. Results: A three-minute stretching exercise routine achieved an intensity of 4.6-4.9 metabolic equivalents (METs; equivalent to brisk walking). Obesity (P=1.000), flexibility problems (inability to bend forward [P=0.754] or squat problems [P=1.000]), bone/joint pain (P=1.000), and injury (P=1.000) did not significantly increase. Conclusion: Stretching exercises during the growth period may help prevent childhood musculoskeletal disorders, obesity, and flexibility loss.

Analysis of Psychological Well-Being in High Grade Elementary School Children

This research outlines an analysis of Psychological Well-Being in children who are in the final stages of primary school. The study used a literature review method with the aim of investigating and analysing a deeper understanding of aspects of psychological well-being in children of this age. Through analysing a number of literature sources, this study identified key factors that play a role in influencing psychological well-being in children in the late primary grades. These factors include, but are not limited to, social interactions at school, social support from family and peers, emotional development, adjustment skills and a supportive learning environment. The results of the analyzes suggest that psychological well-being in high school children is closely related to various psychosocial and environmental factors. Moreover, a better understanding of the relationship between these aspects and children's psychological well-being can provide valuable insights for educators, parents and mental health professionals in developing appropriate strategies and interventions to support positive psychological development in children at the primary school level. In conclusion, this study highlights the importance of a holistic understanding of the factors that influence psychological well-being in children in the upper primary grades. The implications of this study are expected to provide a foundation for the development of educational approaches and interventions aimed at improving the psychological well-being of children at this level.

Studi Tingkat Motivasi Belajar Siswa Berdasarkan Hubungan Ibu dan Anak Kelas 5 di SD N 02 Dagen

Student learning motivation plays an important role as a driving force in achieving learning goals. In the learning process, it is important to achieve a balance between the level of student learning motivation and the learning objectives. Each student has a different level of motivation to learn, this is influenced by several factors, one of which is family environmental factors. The purpose of this research was to determine the level of student motivation to learn based on the relationship between mothers and children in grade 5 at SDN 02 Dagen. The relationship studied is the close relationship between mother and child. This research uses a mixed method approach which combines elements of qualitative and quantitative methods. The research subjects were students in class 5 at SDN 02 Dagen and had been selected based on the criteria the researchers needed. The results of the research show that there is an influence of the closeness of mother and child on the level of children's learning motivation. Parents and teachers need to pay attention to and increase children's learning motivation at school, and the role of parents at home must also be carried out well

Pengaruh metode latihan small sided games terhadap keterampilan passing pada permainan futsal

The problem in this study is the lack of maximum technical training and passing skills. the purpose of this study was to determine the effect of the small sided games training method on passing skills. quantitative experimental method. The research design used pre-experimental designs one group pretest-posttest. The population consisted of 30 children in grades 10 to 12. This study used a purposive sampling technique. The instrument or measuring device used in this study was the low ball passing test which was tested again and adjusted for the futsal passing test. Instruments used in the form of tests and measurements. Data analysis techniques used descriptive statistics, normality test, homogeneity test, paired sample t-test. The results obtained by data analysis and hypothesis testing from the average before treatment and after treatment experienced a significant increase from 6.03 to 7.83. Meanwhile, the results of the calculation of hypothesis testing obtained a significance value that is less than the significant level (α), namely 0.000 <0.05. Based on the results of descriptive statistical calculations on the mean pretest and posttest passing, it can be concluded that there is an influence of the small sided games method in improving passing skills in futsal extracurricular activities at SMAN 1 Lemahabang.

Problematika Pemahaman Teks Narasi Pada Siswa Kelas VI SDN Pleret Lor

Comprehending narrative literature is a pressing matter for students. Reading entails more than the visual perception of symbols; it involves comprehending the significance conveyed by those symbols. This research aims to identify issues or difficulties in comprehending narrative texts during reading. The objective of this study is to delineate the difficulties encountered by grade VI students at SDN Pleret Lor in comprehending narrative reading texts. This study employs a descriptive methodology. The researchers selected a sample of 40 children in the sixth grade, with 3 of them being chosen as participants. The researchers employed observation and experimentation methodologies. The observation approach is employed to assess students' comprehension by gauging their grasp of the content conveyed through narrative in reading materials. The exam administered to the three kids had the lowest level of reading comprehension. The findings revealed that students encountered difficulties in comprehending narrative texts. Specifically, students struggled with understanding reading comprehension indicators, identifying the main idea of the text, comprehending the information presented, determining factual details, and drawing conclusions from the reading material. Recommendations for educators to employ more effective reading techniques and educators to evaluate reading comprehension.

The Relationship Between Toothbrushing Habits and the Prevalence of Caries and Calculus in School-Age Children Grades 1-6 at Galilea Hosana School Elementary School, Medan Selayang District of North Sumatra, Indonesia

School-aged children constitute a demographic that encounters dental and oral health issues. Poor oral and dental hygiene is associated with the development of caries and calculus. The objective of the study was to establish the relationship between teeth brushing practices and the occurrence of dental caries and calculus in elementary school children from grades 1-6 at Galilea Hosana School, located in the Medan Selayang District of North Sumatra. The research conducted at Galilea Hosana School Elementary School, Medan Selayang District, is a descriptive-analytic study with a cross-sectional design. The research sample consisted of 64 elementary school pupils enrolled at Galilea Hosana School, located in the Medan Selayang District. The students were from grades 1 to 6. The data were gathered through the administration of questionnaires and the physical inspection of the mouth cavity and teeth. The Kruskal-Wallis statistical test was employed to examine the data. The research findings indicated that the mean calculus score for students was 1.40 ± 0.74, which falls within the category of moderate calculus. On the other hand, the average scores for caries DEFT and DMFT among students were 2.02 ± 2.36 and 1.42 ± 2.06, respectively, placing them in the low caries category. Out of the total number of students, 29 (45.3%) had sufficient tooth-brushing habits, while 19 kids (29.7%) had commendable tooth-brushing practices. Only 16 students (25%) had inadequate tooth-brushing habits. The Kruskal-Wallis test revealed a statistically significant association (p≤0.05) between teeth brushing behaviors and the occurrence of caries and calculus in school-age children in grades 1-6 at Galilea Hosana School Elementary School, located in the Medan Selayang District of North Sumatra. The research findings indicate a direct relationship between poor tooth-brushing habits and increased levels of calculus and caries.

Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood.

Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, and girls showed lower self-esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self-esteem than boys. Although both types of self-esteem were positively associated with academic achievement, implicit self-esteem was associated more strongly with language than with math achievement. Discussion is provided about why self-esteem relates to academic achievement during childhood.

A Preliminary Study on Strategies to Improve Writing Skills in Lower Grades of Primary School

Teaching writing is an essential component of Chinese education in primary schools and an important foundation for students’ reading, writing, and core literacy development. However, due to various reasons, children in the lower grades always face multiple difficulties in the learning task of writing. Based on this educational status quo, this article puts forward strategic suggestions for improving writing skills in the lower grades of primary school. Teachers should analyze students and attend to each student individually, optimize teaching methods, and implement hierarchical teaching. They should also strengthen the training of students’ fine motor skills to solidify the physiological foundation for writing. Emphasis should be placed on cultivating the core quality of aesthetic creation. Employing multiple process evaluations can inspire children’s long-term interest in learning.

Role of pandemic‐related experiences and maternal psychological distress in maternal rejection

AbstractObjectiveThe current study focuses on the indirect link between mothers' COVID‐19 pandemic‐related experiences of home chaos, pandemic‐related anxiety, social support, and perceived maternal rejection through maternal psychological distress (MPD).BackgroundThe COVID‐19 pandemic had striking effects on families, and parents with school‐aged children were especially considered more at risk. Yet, the growing research documented negative and positive outcomes for the parent–child relationship.MethodIn this two‐wave study, data were collected before (January–February 2020) and during the pandemic (November–December 2020) from 318 Turkish mothers (Mage = 37.13, SD = 5.67) with predominantly low educational attainment and children in Grades 1 to 11 (Mage = 11.57, SD = 3.05). MPD and perceived maternal rejection were measured before and during the pandemic. Maternal pandemic‐related anxiety, mothers' perceived social support, and chaos in the home environment were measured only during the pandemic. Structural equation modeling was used for analysis.ResultsAfter pre‐pandemic MPD and perceived maternal rejection were controlled, MPD was positively associated with rejection during the pandemic. Pandemic‐related anxiety and home chaos, but not social support, predicted maternal rejection through MPD.ConclusionMothers' COVID‐19–related experiences were related to increased MPD, which also predicted increased maternal rejection as perceived by children.ImplicationsThe results should be considered in developing programs for mothers facing stressful circumstances. In particular, we recommend programs that promote equal role division in the family, which could support maternal well‐being, alleviate MPD, and improve the mother–child relationship.

HEALTH AND WELL-BEING OUTCOMES OF THE OASIS INTERGENERATIONAL TUTORING PROGRAM

Abstract The Oasis Intergenerational Tutoring Program is a national program that connects older adult tutors with elementary children in Grades K-3. We are conducting an ongoing project to assess multiple health and well-being outcomes associated with this tutoring program, especially among four sub-groups: first-time tutors, male tutors, tutors who are caregivers, and tutors who report being lonely. In year one of our project, we have collected data from 329 older adults who tutored children in the 2021-2022 school year. We found that a larger proportion of tutors who felt lonely reported improvements to their health, compared to tutors who did not feel lonely. We also found that first-time tutors experienced larger increases in at least two areas of health (physical, emotional, and cognitive), compared to repeat tutors. When we asked tutors about their experience tutoring during the pandemic, major themes included a sense of purpose in life, increased social engagement, and the negotiation of risks and benefits (e.g., remote vs. in-person tutoring). An upcoming two-year follow-up study will enable us to compare our findings with the Health and Retirement Study, a nationally representative sample of older adults. Findings from this project will inform programs across the nation and policies that seek to harness the power of intergenerational bonds.

Impact of school SES on literacy development.

Effective literacy skills are essential to actively participate in today's society. However, little research has been conducted that examined the impact of contextual variables on literacy development. The present paper addressed whether and how the socioeconomic status of the school (S-SES) children attend affects their literacy achievements. Eight-hundred and seventy-eight 2nd and 4th grade children participated in the study. Data were collected in low-SES (vulnerable) and in mid-high-SES (non-vulnerable) schools. Children completed a large battery of language, cognitive, and literacy tasks in Catalan, a language spoken in a region in Spain where virtually all children are at least bilingual (they also speak Spanish) and it is the main language of instruction. Results showed that children in vulnerable schools were outperformed by children in non-vulnerable schools across all literacy competencies, but particularly affected higher order skills; that is, text quality and reading comprehension. Differences with their non-vulnerable peers remained, even after controlling for context-level covariates, including familial SES. However, S-SES ceased to exert significant influence once children's cognitive and, especially, linguistic skills were considered. The study adds to previous research claiming that school SES has an effect on students' literacy skills, above and beyond children's home SES. However, our findings also suggest that literacy performance is ultimately mostly dependent on educationally actionable, subject-level skills. Educational implications are discussed.

Study of Body Composition and Obesity in Children Aged 12-14 Years

In the last decades, the topic of physical activity and the consequences of lack of movement among adolescents have been particularly relevant. The purpose of the current study is to determine the body composition and obesity of children in grades 7-12 and its relationship with their physical activity through body composition analysis and statistical procedures.

School-based intervention impacts availability of vegetables and beverages in participants' homes.

As rates of metabolic syndrome rise, children consume too few vegetables and too much added sugar. Because children tend to eat what is available at home, the home environment plays a key role in shaping dietary habits. This secondary analysis evaluated the effects of a school-based gardening, cooking, and nutrition education intervention (TX Sprouts) compared to control on the availability of vegetables, fruit juice, and sugar-sweetened beverages (SSBs) at home. In the TX Sprouts cluster-randomized trial, 16 schools were randomized to TX Sprouts (n = 8 schools) or control (n = 8 schools) for one academic year. All schools served predominately Hispanic families with low incomes. TX Sprouts built school gardens and taught 18 lessons to all 3rd-5th grade students at intervention schools. TX Sprouts also offered monthly caregiver lessons before and/or after school. Caregivers completed questionnaires pre and post, providing demographics and information about home availability of vegetables, fruit juice, and SSBs. Summary statistics were used to describe the sociodemographic characteristics of participants. Linear regression assessed the change in scores (pre to post) for the food/ beverage availability question. The model was adjusted for the caregiver's education, employment status, child's grade, and free or reduced-price lunch eligibility. The analytic sample included 895 participants. Compared to control, the intervention positively changed the home availability of targeted foods and beverages, largely by improving the availability of vegetables and vegetable juice. This study showed that a school gardening, nutrition, and cooking program delivered to elementary children may positively influence the home food environment.

Neural Specialization for English and Arabic Print in Early Readers.

Learning to read requires the specialization of a region in the left fusiform gyrus known as the visual word form area (VWFA). This region, which initially responds to faces and objects, develops specificity for print over a long trajectory of instruction and practice. VWFA neurons may be primed for print because of their pre-literate tuning properties, becoming specialized through top-down feedback mechanisms during learning. However, much of what is known about the VWFA comes from studies of Western orthographies, whose alphabets share common visual characteristics. Far less is known about the development of the VWFA for Arabic, which is a complex orthography and is significantly more difficult to achieve fluency in in reading. In the current study, electroencephalography responses were collected from first grade children in the United Arab Emirates learning to read in both English and Arabic. Children viewed words and false font strings in English and Arabic while performing a vigilance task. The P1 and N1 responses to all stimulus categories were quantified in two occipital and two parietal electrodes as well as the alpha band signal across all four electrodes of interest. Analysis revealed a significantly stronger N1 response to English compared to Arabic and decreased alpha power to Arabic compared to English. These findings suggest a fundamental difference in neural plasticity for these two distinct orthographies, even when instruction is concurrent. Future work is needed to determine whether VWFA specialization for Arabic takes longer than more well-studied orthographies and if differences in reading instruction approaches help accelerate this process.

English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

AbstractReading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader’s native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English.

Explaining procedures and interleaving practice in fraction arithmetic

BackgroundExplicit instruction is a pedagogical approach in which students are taught step-by-step procedures for solving problems and practice using the procedures. Despite considerable evidence supporting the use of this general approach, relatively little is known about how varying specific design features impact its effectiveness. AimsThis preregistered study investigated the impact of two design features, explaining rationales for procedures and practicing in interleaved sequence, on the efficacy of explicit instruction in fraction arithmetic. SampleParticipants were 156 sixth to ninth grade children. MethodsChildren received a brief intervention involving explicit instruction in fraction arithmetic procedures. They were randomly assigned to receive or not receive explanations of rationales for the procedures, and to practice different procedures in either interleaved or blocked sequence. ResultsRelative to pretest, accuracy improved on immediate and delayed posttests (Cohen's d = 0.88 and 0.55 respectively). The magnitude of this improvement was not affected by either experimentally-manipulated factor or by both of them together. ConclusionsThe results support the use of explicit instruction in fraction arithmetic, but provide no evidence that explaining rationales for procedures, or interleaving practice thereof, increases the effects of such instruction on procedural knowledge.

The Effect of Exercise on School Life Satisfaction in Korean Children and Adolescents Considering the Mediation Effects of Physical Health Awareness, Self-Esteem, and Depression.

This study analyzed physical health awareness, self-esteem, and depression as mediation factors in the effect of exercise on school life satisfaction. It compared these between Korean children and adolescents. Based on the 2020 Survey on the Human Rights of Children and Adolescents in Korea, data were extracted on 2,896 children in grades 4 to 6 and 5,727 adolescents in grades 7 to 12. A structural equation model was designed and multi-mediation analysis was conducted using phantom variables. To verify the differences between children and adolescents, latent means, path coefficients, and mediating effect confidence intervals were analyzed. Structural modeling and bootstrapping revealed that the direct and indirect paths were significant in both groups (P<0.01). Comparing the mean differences, children showed higher means than adolescents did in all variables. Among the direct paths, the paths of physical health awareness from exercise practice and school life satisfaction from physical health awareness were higher in adolescents (P<0.01), and the path of school life satisfaction from exercise practice was higher in children (P<0.01). The indirect paths showed that the mediating effect of health awareness between exercise and school life satisfaction was stronger among adolescents. Physical and mental health directly and indirectly affect school life satisfaction, with different patterns in children and adolescents. This study emphasizes the need for different strategies for children and adolescents who are experiencing physical and mental health problems and difficulties adjusting to school life.

Pengaruh mengonsumsi madu Aceh Selatan terhadap tingkat keasaman pH Saliva pada murid Sekolah Dasar

Background: Saliva is an oral fluid secreted by the salivary glands. Saliva plays a role in preventing dental and oral diseases, one of the things that must be considered is the degree of acidity (pH) of saliva. At normal pH, saliva functions to reduce bacterial growth, help the growth of epithelial skin cells, reduce plaque accumulation and activate enzyme work. One of the actions to maintain salivary pH is by using honey.Objectives: to determine the effect of honey on the acidity level of salivary pH of children in grades IV and V at Lampeuneurut State Elementary School.Methods: The study was conducted at Lampeuneurut State Elementary School in February 2022. The research design is quasi-experiment. The sample size was 53 students. Data collection through interviews and observations and measurement of salivary pH. Intervention was carried out by providing South Aceh honey for one week. Data analysis using T-test.Results: There is a decrease in salivary pH in Lampeuneurut State Elementary School children who are given honey before and after (p = 0,0001). Before being given honey, the average or mean value obtained was 6,58, while after being given honey, the mean value of salivary pH in Lampeuneurut State Elementary School children in Aceh Besar Regency dropped to 5,21 and made the salivary pH decrease to acid.Conclusion: There is an effect of consuming honey on the acidity level of salivary pH of class IV and V children at SDN Lampeuneurut. Consuming honey and maintaining dental health can also increase endurance to maintain health, especially in the teeth and mouth.