Children In Primary Education Research Articles

EDUCATIONAL PERFORMANCE OF PRIMARY SCHOOL CHILDREN: ORDERED LOGIT ESTIMATION OF READING ABILITY AND MATHEMATICAL SKILLS

The prevalence of poor educational performance and wide inequality in the academic achievement of children in primary education between social and economic groups in India challenges the objective of a leaned Indian society. This paper analyses the academic achievement gap in the reading ability and mathematical skills of children in primary education using the IHDS-II data applying the ordered logit method of estimation. The results show substantial differences in reading and arithmetic skills among children from different socioeconomic, demographic and religious backgrounds. The backward community children are not much disadvantaged relative to the upper community children. The scheduled caste, scheduled tribe and Muslim children are the most disadvantaged groups in achieving academic ability. Children studying in public schools and non-English medium instruction schools have less chance of being in the higher categories of educational performance. Children from urban residences and with higher educated adults tend to perform better than the child from rural areas with lower educated adults in the household. The asset holding of the household has a positive impact on the educational performance of a child. Much of the disadvantages of the learning ability and skill acquisition of children in primary education stems from the poor socio-economic background of the family and lower parental education.

Istraživanje prepreka za uključivanje dece prisilnih migranata u sistem osnovnog obrazovanja u Srbiji

Since 2015, as many as 1.5 million migrants and refugees have passed through Serbia, whereas children account for one quarter of that number. Due to their longer stay in the territory of Serbia, a need has arisen, among other things, to include them in the education system. This research was aimed at determining factors that lead to the creation of obstacles in the inclusion of forced migrant children in primary education in Serbia, as well as during the process of education and, thus, how to overcome those obstacles in practice. Through semi-structured interviews, data were collected about the experience in teaching work with forced migrant children in Primary School "Ljupče Španac" in Bela Palanka. The participants of the research were the teachers of this school who during the academic 2018/19 year for the first time gained experience in working with forced migrant children. The research results show that greater system support is necessary for including forced migrant children in education, while an outstanding obstacle is the language barrier - in communication with children, but also with parents.

Longitudinal Effects of the Pandemic and Confinement on the Anxiety Levels of a Sample of Spanish Children in Primary Education.

(1) Background: The psychological effects of confinement due to the SARS-CoV-2 virus pandemic on children are only partially known. In Madrid, Spain, children suffered a strict confinement for 10 weeks and they returned to school under conditions that were far from normal. This work assesses the effects of the pandemic on the anxiety levels of a group of children living in Madrid. (2) Methods: Children were aged 6 to 11 years (N = 215). A self-report measure of anxiety was completed by participants at two time-points: (1) a few months before the beginning of the pandemic and (2) 1 year later. A smaller subgroup of participants also completed the measure during the confinement period (n = 60). (3) Results: A comparison of these three measures shows that the children’s anxiety was reduced during confinement, and that one year later these levels continue below those registered before the start of the pandemic. (4) Conclusions: These results contradict some previous studies, which found an increase in children’s anxiety as a result of confinement and the pandemic. The discussion considers protective and vulnerability factors in the context of the pandemic, which may affect children’s levels of anxiety.

Viana Do Castelo: Stucco Art and Artists

This project describes an Art Project carried out at the Higher School of Education of Viana do Castelo Polytechnic Institute, Northern Portugal, in a class of the 2nd year of the Basic Education course within the curriculum unit "Artistic and Cultural Animation Techniques" in the academic year 2020/2021. The main aim of this article is to disseminate a project that combines cultural and artistic animation with the promotion of cultural heritage and, in particular, with the valorization of an artistic tradition from Alto Minho that tends to disappear – the stucco art. Methodologically, the action research method was used in combination with the service-learning model, using the interview as a research technique to collect data on the problems that affect this hiddenstream art form. A number of games were developed to address the art of stucco for 1st cycle primary education children, as well as a video recording on the history of stucco. The imaginative and innovative responses of the university students help to highlight the need for the protection and appreciation of such a tradition in the general population and among 1st cycle children.

Perceptions of the Body and Body Dissatisfaction in Primary Education Children According to Gender and Age. A Cross-Sectional Study.

Body image (BI) is a trending topic of study since health problems derived from a negative perception of the body are increasing and affecting people of all ages, with an increasing incidence among children from the age of eight. The objective of this study was to evaluate the current perception of the body against the desired body and the degree of body satisfaction of Galician primary education students. A total of 355 students (167 boys (47%)) between 9 and 12 years old participated (mean = 10.53; SD = 0.84). Sociodemographic data (sex, age, height, and weight) were collected, and the Figure Rating Scale was used. There are statistically significant differences between boys and girls in the current perceived figure (p = 0.003) and in the desired figure (p < 0.001). Depending on age, the differences were in current (p = 0.010) and desired (p = 0.021) body perception. In conclusion, boys perceive themselves as having a larger figure than girls do, but this perception is far from reality according to the body mass index. For the desired figure, both boys and girls want to be slimmer, but girls want a slimmer figure. Regarding age, the current perceived figure size increases with age as it increases in those students dissatisfied with their body.

Smart Toys in Early Childhood and Primary Education: A Systematic Review of Technological and Educational Affordances

The present paper presents a systematic review of the last 30 years that concerns records on Smart Toys and focuses on toys regarding early childhood and primary education children (3–12 years old). This paper aims to analyse and categorise smart toys (50 articles) in terms of their technological and educational affordances. The results show that the toys are designed based on four main technological affordances and their combinations. The educational affordances of smart toys are studied in terms of different use modes and their learning objectives aimed to identify specific objectives in different subjects and objectives based on transversal competencies such as problem solving, spatial thinking, computational thinking, collaboration and symbolic thinking. Finally, with the multiple correspondence analysis, the correlations between smart toys’ individual technological and educational affordances are grouped with the evolution of affordances related to their development date. In conclusion, in recent years, smart toys concern special sciences (programming) and some 21st-century skills (STEM and computational thinking). In contrast, in the first 20 years, the interest focused more on transverse skills, such as collaboration, emotional thinking, symbolic thinking, story-telling and problem solving.

EFFECTS OF ETHNIC CONFLICT ON ACCESS AND PARTICIPATION OF CHILDREN IN PRIMARY EDUCATION

Purpose: Lowering the risk of dropout requires a broad set of policies aimed at reducing underlying vulnerabilities, including poverty-related factors and problems linked to education quality. Increasing the income of poor families through cash transfers can help enhance education prospects. The general objective of the study was to evaluate effects of ethnic conflict on access and participation of children in primary education.&#x0D; Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.&#x0D; Findings: The study concludes that ethnic conflicts are caused by competition over scarce and shrinking resources, favoritism, discrimination; tribal animosity, historical land injustices, voting along ethnic lines, during general elections, politics of exclusion, and biased resource allocation among communities. The causes of ethnic conflicts disrupted education activities and programs; impoverished communities, caused school dropout by children, closure of schools, absenteeism and poor enrolments and attendance levels in schools&#x0D; Recommendations: There is need for trauma counselling to be offered to victims of the post-election violence. The relevant governments needs to seriously address the problem of land and put policies in place for citizens regarding owning land and property anywhere to avoid recurrence of ethnic violence in various parts of the country. On the effects of ethnic conflict on access and participation of children in primary education the researcher recommended that the relevant stakeholders should seriously address the issues related with distribution of resources, marginalization, favoritism and discrimination

Physical activity and nutrition of children in primary education

Physical inactivity is the fourth major cause of mortality in the world, so the World Health Organisation advises for children and adolescents to accumulate moderate physical activity at least 60 minutes a day with the aim to preserve health and prevent the occurrence of various chronic diseases. Elevated overweight and obesity, besides in adulthood, occur increasingly more in childhood. The aim of the research is to determine the level of nutrition and physical activity of younger school children, as well as the differences between girls and boys. The results obtained on a sample of 265 participants of a younger school age show that girls and boys have a normal nutritional level in the first and third grade, while for girls and boys of the second and fourth grade an elevated level of the body mass index (BMI) was noticed. Results show that most girls and boys of a younger school age do sports in their free time, and that they spend approximately 2 to 3 hours a day outdoors. Boys usually train three times a week, girls train two times a week, while the average boys’ training lasts 60, and the girls’ training 75 minutes.

Access to universal childcare and its effect on maternal employment.

Subsidized childcare is a key instrument to support maternal employment in most OECD countries. Using a major reform implemented in Luxembourg in 2009, I study the effects of expanding access to subsidized childcare on the employment decisions of women in a context where childcare is universal and heavily subsidized, but is limited by capacity constraints. The identification strategy relies on temporal variation across age groups of children. In response to the reform, the employment rate of mothers increased by 3 percentage points, and their working time grew by 1 h per week. This effect hides the difference between children’s ages, as mothers of the youngest children are found to be more responsive to the reform than mothers of children in primary education. Studying heterogeneous effects reveals a differential impact of the reform with regard to prior employment status.

“Count on me” Program to improve school coexisting in primary education

BackgroundAfter the family, school is the most important system of interpersonal relationships and socialization for children. Acceptance or rejection in the peer group, as well as relationships with the models of authority represented by teachers and parents, have profound consequences on children's subsequent emotional and social development, depending on whether relationships are based on respect or violence. Achieving a safe school environment is a challenge and a need for children's adequate psychosocial development. ObjectiveThe objective of this research is to analyze the effectiveness of an intervention program to improve school coexistence in Primary Education, based on its effects on the perception of the frequency of antisocial and prosocial behaviors among peers. Participants and settingsThe subjects of the study were 256 Primary Education children aged between 9 and 12 years (145 in the experimental group and 111 in the control group). MethodsThis study used a quasi-experimental design with control group. All participants completed a protocol that included sociodemographic data, cohabitation issues, five self-administered questionnaires, and a question on sincerity in the pretest and posttest phases. The intervention with the experimental group consisted of a module of eight face-to-face sessions and a peer mediation module throughout the entire academic year. ResultsThe results show a change in the trend of perceived violence. The groups, initially different (A higher rate of antisocial behaviors in the experimental group), were similar after the decrease in the intervention group’s antisocial behavior indicators. The initially similar indicators of prosocial behavior varied, increasing significantly in the experimental group. ConclusionsThese findings support the need to incorporate into primary education awareness and reflection on the concept of violence, as well as the habit of alternative reactions to violent behavior, through social dialogue procedures and peaceful conflict resolution.

Development of the body scheme in children in primary education: a systematic narrative review of the influence of an intervention plan on this psychomotor component

Abstract Aim The purpose of this review is to summarize the scientific literature that examined the importance of physical activity programs in the development of body scheme in primary school students by identifying methods and tests used to test body scheme on motor development, spatial-temporal orientation and coordination. Method Using the electronic databases Research Gate and Web of Science, we searched for articles using key words, including terms related to methods, intervention plan, children’s age and body schemes. We selected only those that followed the influences of an intervention plan on children. Results We selected 30 articles regarding the development of the body scheme, the spatial-temporal orientation and the coordination through an activity plan. The study results in the three categories show a significant influence on body scheme, spatial orientation and coordination. Following the tests applied and the results obtained, we can say that a well-structured program of physical activity influences the child’s development in terms of body scheme. If it is correctly integrated, one can avoid the existence of body diagram disorders that are quite common for children. Conclusion The harmonious physical development of the child is influenced by a program of physical activity. Early participation in these programs is recomended in order to avoid disorders of body scheme.

Visiting borders in education: A creative approach with children in primary education

AbstractThis study engages with children sharing experiences of belonging at school, of receiving access and of exploring complex relationalities along shifting borders in educational spaces. Their understandings offer a magnifying glass on normativity, difference and social positions in school spaces. Through ‘flattening and folding’ with material and theoretical concepts, the authors map how qualitative data images made by children and theory constitute one another to make sense of complex relationalities discussed by children. The project desires to make sense of blurry borders that exclude children in educational contexts and to push borders in methods and ethics in research with children.

Six Weeks of Confinement: Psychological Effects on a Sample of Children in Early Childhood and Primary Education.

Spain has been one of the countries most affected by the health crisis derived from COVID-19. Within this country, the city of Madrid has registered the highest number of infections and deaths. This circumstance led to the adoption of strict confinement measures for a period of 6 weeks. The objective of the present study was to investigate the psychological effects that this confinement has had on the psychological well-being of a sample of children from Madrid. A total of 167 families with children aged between 3 and 11 years participated in this study. The parents evaluated the children through the System of Evaluation of Children and Adolescents (SENA) scale in the month of February and refilled part of the same scale after the children had spent between 4 and 6 weeks confined. The comparison between the two measures showed no change among the 3-year-old children. However, change was observed among the 6–10-year-old. Children in Primary Education obtained lower scores in dimensions related to self-regulation (emotional, attentional, and behavioral) and in willingness to study. The results are discussed in light of the situation experienced between the months of March and May 2020.

Interactive Mobile Applications to Support the Teaching of Reading and Writing of Spanish for Children in Primary Education

In the educational process, literacy is considered as a fundamental part, which focuses on the ability to read and write. Reading and writing are processes that, although they have features in common, they may not be developed in parallel, but both are encompassed in teaching methods that aim to develop these two skills at the same time. Interactive mobile applications can be part of a strategy to support the teaching of reading and writing skills. This paper presents a review of five interactive mobile applications to support the teaching of Spanish reading and writing skills. Mobile applications were analyzed based on their general features and the activities they have. The following general features were taken into consideration: the existence of voice assistants, supporting characters, language selection, progression of activities, creation of avatars, variable difficulty, progress panel, images, among others. The activities considered for the revision were those that allow completing syllables, completing words from letters, completing words from syllables, completing sentences, relating images to words, among others.

The Assessment of Learning Difficulties: Designing a Non-Standardized Assessment Test for Preschool and Primary School Age

This article presents a non-standardized assessment test (DΤLD-P.S.A.) which was been designed by special education teachers for preschool and primary education children. It is based on the Greek curriculum and aims on identifying the student's cognition and learning deficiencies. Specifically, it is a tool that examines childrens’ cognition of listening, speaking, reading, spelling, writing and maths. Teachers may use it in combination with other standardized tests in order to determine precisely types of learning disfunctions. Moreover, the test axes are designed by the authors based on learning difficulties literature so the assessment test (DΤLD- P.S.A.) can be used by special education teachers not only to identify children’s deficiencies but also to create early and tailor-made interventions depending on their needs and educational deficiencies. Keywords: assessment, learning difficulties, assessment test DOI: 10.7176/JEP/11-21-01 Publication date: July 31 st 2020

BEM ESTAR DAS CRIANÇAS NO ENSINO FUNDAMENTAL, LIVRE DE PRECONCEITOS:

Os comportamentos nocivos entre as crianças do ensino fundamental, é um problema que atinge à todos os envolvidos na educação básica, tanto os profissionais da escola, quanto os familiares dos alunos, justificando a necessidade de ações educativas para alertar cada aluno do quanto à prática do preconceito é perigosa, evitando assim danos futuros às vítimas de intimidações sistemáticas. Este trabalho teve a pretensão de conscientizar as crianças da educação primária, quanto à importância do respeito entre os colegas, sem preconceito de raça, de cor, de sexo, de idade e de quaisquer formas de discriminação, conforme disposto no artigo 3º da Constituição Federal de 1988. Despertar a empatia e o respeito naqueles que estão começando a caminhada na aprendizagem, modifica e qualifica o contexto social de vivência diária, para além do ambiente escolar, alterando até mesmo as realidades que ultrapassam os limites emocionais e físicos, configurando o hábito do bullying, que pode evoluir para um cenário com resultados gravíssimos, dificultando a intervenção. Neste sentido, foi desenvolvido uma palestra para que cada educando percebesse que uma ou outra característica que ele desaprova no colega, pode ser uma particularidade inerente a ele mesmo, enfatizando que a diversidade além de ser normal, é fundamental para a elegância de viver. A exposição de ideias relacionadas a temática procurou demonstrar que a necessidade por atitudes contrárias às discriminações é urgente, que é natural ser diferente e que as desigualdades não são motivos para a comicidade, expondo as diversas maneiras erradas em tratar o amigo e até mesmo aos professores, desenvolvendo o repúdio pelas palavras ofensivas já dirigidas ao chefe de sala. Além de enfatizar o artigo 3º, inciso IV, da Magna Carta, o projeto contribuiu para assegurar o princípio da dignidade da pessoa humana, elencado no artigo 1º, inciso III, da Constituição, possibilitando a expansão da democracia na funcionalidade social pela pretensão de garantir o respeito e a proteção dos direitos coletivos e individuais. O método utilizado foi o qualitativo e dedutivo-indutivo.

Social and emotional competencies and empathy as predictors of literacy competence.

Desirable interpersonal interactions require literacy competence and social and emotional competencies, which are closely related to empathy. This study aimed to investigate whether social and emotional competencies and empathy predict literacy competence in Primary Education, assessing students' socio-educational characteristics. The three variables were analysed in a sample consisting of 516 Primary Education children from six schools in Spain. competence was higher in girls and students from the ethnic-cultural majority. Empathy and social and emotional competencies were related to literacy competence. Literacy competence could be improved by targeting social and emotional development. New intervention programs could be based on the results.

Footwear fit in schoolchildren of southern Spain: a population study

BackgroundRecent studies support the theory that ill-fitting shoes are an important source of pain and may lead to foot malformations in the medium term. Taking as reference the ideal allowance considered in the literature, the purpose of this study was to verify the outdoor footwear fit in a population of schoolchildren of southern Spain.MethodsFive hundred and five children within the range of 3–12 years of age participated in this study. Using a measuring instrument designed and validated for this purpose, maximum foot length, width and height were obtained from the longest foot. These measurements were compared with the inner length, width and height of the footwear. An adequate toe allowance of 5–15 mm in length and 10 mm in width were estimated.ResultsInner footwear length was shorter than foot length in 33.3% of the schoolchildren. Based on the allowance established, it was observed that the footwear of the schoolchildren was too short and too narrow in 72.5 and 66.7% of the cases, respectively.ConclusionsOnly one third of the participants analysed had well-fitted footwear. The results show that it is necessary to raise awareness among parents and teachers about the importance of replacing, periodically, the footwear of children in primary education. Manufacturers should adapt the lasts considering the use of 90th percentiles instead of mean values obtained from the growth curves of schoolchildren’s feet.

Is the use of Makey Makey Helpful to Teach Programming Concepts to Primary Education Students?

New computer devices such as Makey Makey are proposed for children in primary education to learn computer programming. That way, students can interact with the computer with any conductive material, such as fruits or Play-Doh. The research question is whether playing with fruits as interactive devices can help primary education students learn concepts of computer programming. An experiment has been performed to answer the question with 62 primary education children. The results gathered provide significant evidence that students can learn more without using the fruits. Psychological factors may explain these results.

Translating a Portuguese poem in LIBRAS. Linguistic considerations and form-focused tasks.

Abstract&#x0D; The teacher of deaf children in primary education is called to apply sign bilingualism in his/her teaching, and hence to use sign language - such as LIBRAS - as the first language during in-class time, and as a school subject. This again means that all other subjects - among them Portuguese - need to be taught in SL. In fact, Portuguese is taught as the second language of deaf children. In such educational setting, the teacher needs to develop learning materials for LIBRAS. Current research lacks recording such practices, although, unofficially, it is common knowledge that teachers translate existing school materials that have been developed for Portuguese and for hearing pupils in primary education. In this paper, a LIBRAS translation is presented of the poem “As abelhas” by Vinícius de Moraes, with the scope to demonstrate its linguistic use for the teaching of LIBRAS as a first language. Apart from its target vocabulary items, form-focused tasks are demonstrated, indicating their implementation for the development of deaf children’s receptive and productive skills. In doing so, the poem is presented following the A-level descriptors (A1, A2) of the Common European Framework of Reference for Sign Languages.