Primary School Children Research Articles

THE ROLE OF THEME-BASED APPROACH IN ENHANCING YOUNG LEARNERS’ SPEAKING SKILLS IN PRIMARY EDUCATION

This article highlights the effectiveness of implementing theme-based model of CBI (content-based instruction) in developing young learners’ speaking skills, as well as it offers an effective way of practising a new language in a meaningful and memorable context. We know that teaching speaking in English in primary education is one of the most demanding, at the same time challenging and rewarding jobs, and young learners are “me”-focused learners, respond emotionally to learning activities. Therefore, teachers should know how to create a warm, friendly English atmosphere in the classroom, how to use different types of activities and how to set up activities in order to enable primary school children to work together in groups. Moreover, this article is based on the study conducted with primary school children to identify the effectiveness of using theme-based CBI in teaching speaking, as well as enhancing young learners’ speaking skills.

Moderate-to-vigorous physical activity modulates the association between serum 25-hydroxyvitamin D and bone stiffness in European children and adolescents

It remains unclear how serum 25-hydroxyvitamin D (25(OH)D) concentrations relate to childhood bone health. We hypothesized that 25(OH)D was inversely associated with bone turnover biomarkers and positively associated with bone stiffness. Cross-sectional analyses were performed using data from participants (2-15-year-old, 51% boys) from the IDEFICS/I.Family cohort, comprising 3,638 serum 25(OH)D measurements collected in 2007/2008 and 2012/2013 across eight European countries. A biomarker of bone formation (serum osteocalcin), a biomarker of bone resorption (serum C-terminal telopeptides of type I collagen [CTx]), and stiffness index measured using calcaneal quantitative ultrasound were considered outcomes. Linear mixed-effects models were used to adjust for confounders (i.e., age, sex, parental education, time spent in sports club, dairy products consumption, sedentary behavior, height and weight z-scores), the cluster effect of country and repeated measurements. Interactions of calcium intake, moderate-to-vigorous physical activity (MVPA) and weight status with 25(OH)D on outcomes were tested. Only 1 in 3 participants reached the sufficient 25(OH) D concentration of 20 ng/ml. Sufficient 25(OH)D was associated with higher stiffness index if participants had MVPA ≥ 60 min/day (β = 12.14, p < 0.05). Moreover, 25(OH)D was inversely associated with CTx (β = -7.09, p < 0.05); this association was positive but not statistically significant among primary school children living with overweight/obesity. No interaction was observed for calcium intake. In conclusion, serum 25(OH)D and CTx were inversely associated. MVPA interacted the positive association between 25(OH)D and bone stiffness, highlighting the importance of promoting MVPA guidelines in future vitamin D and bone health interventions.

Effect of a gamified-based intermittent teaching unit in Physical Education on schoolchildrenʼs accelerometer-measured weekly physical activity: A cluster-randomized controlled trial. School-Fit study

The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren’s accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (n = 121) and control (n = 82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15 minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren’s physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (p < .05, d = 0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60 minutes of moderate-to-vigorous physical activity and 10,000 steps per day (p < .05, Cramerʼs V = .521-.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildrenʼs physical activity levels.

Связь функций регуляции активности и управления когнитивными процессами у младших школьников-билингвов и монолингвов на ранних этапах изучения английского языка

The article explores issues about the advantages and difficulties of balanced bilinguals in conditions of language entropy. The purpose of the study is to identify the connection between activity regulation functions and executive functions in primary bilingual schoolchildren at the early stage of learning English under conditions of language entropy. The psychologist's software package “Practice - MSU” was used, the results of which were processed using the Mann-Whitney U test, Wilcoxon T test, and structural equation modeling. Data were obtained confirming the syncretic effect of bilingualism in an educational situation. It has been established that learning English from primary school age by bilinguals is characterized by the productivity of attentional actions, which has effects on other control functions, in particular, inhibitory control and cognitive flexibility. This is due to the fact that bilingualism strengthens the processes of attention control, since the developing multilingual system requires increased attention resources to control the language being studied. The conclusion is formulated that the activation of the multilingual mental field in an educational situation ensures the activation of the system of regulatory processes of the cognitive level in primary school age. The results obtained touch upon the solution of questions about the psychological and pedagogical conditions of the educational environment, which contribute to increasing the effectiveness of the pedagogical process in the early stages of learning English by primary schoolchildren with different language status.

The Effect of Primary School Children’s Sleeping Habits on School Motivation

Background and Objective The objective of this study was to determine effects of primary school age children’s sleep habits on school motivation.Methods Research data available between February 9, 2024, and April 6, 2024 were collected online. The study group consisted of primary school children. Written with the consent of their parents who voluntarily participated in collecting research data. Socio-demographic data were collected online from 250 primary school children living in Hakkari, Türkiye using, Sleep Hygiene Index (SHI) and Academic Intrinsic Motivation Scale (AIMS). These children were selected with a convenience sampling method, one of the improbable sampling methods. SPSS 26.0 data analysis program was used for statistical analysis of data obtained in the study. Independent sample t-test, anaysis of variance (ANOVA), and Pearson correlation were used to analyze the data.Results Of the study group of primary school children, 45.7% were boys and 54.3% were girls. There were significant differences in effects of gender factor on primary school children’s SHI and AIMS sub-dimension scores of achievement requirement, social acceptance, fear of failure, and expertise (p &lt; 0.05).Conclusions Age and class status of primary school children’s sleeping habits can affect school motivation. Gender is a variable that can affect sleep hygiene and school motivation.

МЕКТЕП ЖАСЫНДАҒЫ БАЛАЛАРҒА КОРРЕКЦИЯЛЫҚ ЖҰМЫС ЖҮРГІЗУДЕ ОЙЫН ТЕРАПИЯСЫН ПАЙДАЛАНУ

the problem of correctional work for children of primary school age is relevant today. In this scientific article, the authors suggest that school-age children use toys and games as a means of conducting remedial classes. Play therapy is a tool that can be used when working with both children and their parents. To illustrate the research work, the article used the questionnaire method, the bibliographic method, and the observation method. In addition, caterers from real situations were presented and the games used for corrective work and their guidance were shown. The MEGA Tulga children's development center was acquired as a research base, which has been operating on the basis of play therapy in Taraz since 2016. The center accepts children aged 3 to 14 years and conducts their correctional work. The center presents more than 30 types of toys that enhance children's intellectual abilities. In the process of proper communication with children and correctional work, it is necessary to choose the right special tools. And game therapy in this case becomes universal. Despite the fact that this area of psychology has developed in foreign countries, attention is now being paid and studied in Kazakhstan. Therefore, the topic and direction of the article do not lose their relevance.

The Handwashing Practices and Awareness Among Children in Primary Schools in Karongi District, Rwanda: What Strategies Can Promote Effective Handwashing Practices?

The Handwashing Practices and Awareness Among Children in Primary Schools in Karongi District, Rwanda: What Strategies Can Promote Effective Handwashing Practices?

The role of digital health interventions in reducing obesity among primary school children: A behavioural insights perspective

This study investigates the effectiveness of a web application called "Jejak BMI 1.0" aimed at reducing obesity among primary school students by promoting healthier behaviours in children and their parents. The research objectives were to assess the usability and user experience of the application, and to evaluate its impact on children's Body Mass Index (BMI) and parental behaviours. Using a mixed-methods approach, including pre- and post-test surveys, statistical analysis, and thematic analysis, the study found significant improvements in parental behaviours and children's BMI scores. The app was well-received by participants, with high usability and functionality ratings. Despite the positive outcomes, limitations such as the short study duration and potential biases were noted. The findings underscore the potential of digital tools in public health interventions and the importance of parental involvement in addressing childhood obesity.

Pädagogische Beziehungen aus Sicht von Lehrpersonen und kindliche Einflussfaktoren

The quality of the student-teacher-relationship undoubtedly has a significant influence on the child's development and learning processes. However, it is not independent of influencing factors on the part of the child. International studies have so far been able to identify a large number of factors influencing the quality of the teacher-student-relationship. Studies from German-speaking countries, on the other hand, have so far only been marginally represented. This cross-sectional study aims to investigate influencing factors of the child (attachment pattern, behavioral problems, gender and socioeconomic status) on the perception of relationship quality from the perspective of teachers with primary school children (N = 44). The results of the multivariate analysis of variance provide an indication that the relationship quality differs depending on the interaction of various child-related influencing factors. In particular, the socio-economic status in the present sample proved to be significant in interaction with the children's attachment pattern and gender. This has implications for a milieu- and gender-sensitive, attachment sensitive and responsive interaction with the children as the basis for a successful student-teacher-relationship.

Current Experience in the Use of Digital Educational Resources: Future Primary School Teachers’ Training

The article presents theoretical insight into thorough analyses of the outstanding experience and best practices in using digital educational resources by educators. We attempt to integrate these findings into training students who obtain a Master’s degree in Primary Education. Intensive use of information and communication technologies has proved efficient in preparing a new generation of innovative highly skilled would-be teachers for primary school in recent years. Although Ukrainian practice in this context is significant, however, huge accomplishments of the best world researchers still produce a noticeable impact on education advancement in many countries. The author draws attention to the relevant issue of training future educators in primary school to use digital open educational resources in their professional activities. The best practical experience of eminent Ukrainian and foreign scholars and teachers was analyzed. The suggested digital resources are examined on the field, purpose, and efficiency of their application with primary school children. The article highlights the educational potential of the popular tools for interactive online and offline communication and assessment of learning outcomes; vivid presentation of the educational content; creative thinking and soft skills development in the classroom as well as automated writing evaluation. Frequent challenges and hardships that educators have to deal with while using digital tools in the classroom are singled out and some solutions to the problem are suggested. The author points out the urgent necessity for young educators to gain new knowledge and skills for not only personal growth and self-development but also, for greater opportunities to be competitive in the contemporary labor market.

Exploring Handwashing Practices and Awareness Among Primary School Children in Karongi District, Rwanda: A Cross-Sectional Study

Exploring Handwashing Practices and Awareness Among Primary School Children in Karongi District, Rwanda: A Cross-Sectional Study

Home-School Connection: Investigating Parental Involvement in the Academic Learning of PrimarySchool Students

The objectives of the study were to analyze the perspective of parents about their involvement in the academic learning of their children studying at the primary school level. A quantitative research design was used to conduct this study. A descriptive survey method was used to collect the data. The population of the study was parents of the students of government primary schools of tehsil Rajanpur. It included male and female primary schools in rural and urban areas in this tehsil. Disproportionate stratified random sampling technique was used to select 648 parents of primary school children. Self-developed research instrument, i.e., a five-point scale, was used for data collection. The data were analyzed through descriptive and inferential statistical techniques. The study found that parents were highly involved in parenting and home-based learning activities. However, their involvement in the community-related activities and decision-making was relatively low. It is suggested that parents participate in classroom, school, and co-curricular activities. Training sessions may be conducted for teachers and parents on various ways of collaboration in the educational settings in order to better understand and improve the student's learning progress.

Becoming ‘Wild Citizens’: Children’s Articulation of Environmental Citizenship in the Context of Biodiversity Loss

AbstractCalls to tackle the global disasters of climate change and loss of biodiversity are becoming more and more prominent and urgent. Such calls require environmental citizens, that is citizens who act at local, national and transnational scales, assuming environmental agency through pro-environmental behaviours, attitudes and values in public and private spheres. To enable children to become active environmental citizens, we collaborated with five inner city primary schools in the south-east of England in co-designing a school-based, outdoor ‘Wild Citizens’ programme, underpinned by socioscientific inquiry-based learning, focusing on biodiversity loss. Approximately 130 primary school children (6–10 years old) explored their school grounds, discussed, decided on, and implemented interventions to enhance biodiversity, and communicated their findings within their community (schools, peers, parents, teachers). Semi-structured group interviews were conducted with a sub-sample (60%) exploring how children articulate environmental citizenship within this context. We found that environmental citizenship was articulated at both local and global scales of influence in relation to (a) environmental awareness, (b) values and (c) action competence. Children articulate the links between their performed actions to the impact these might have at a global scale, showing their ability to conceptualise and discuss implications and consequences of issues such as biodiversity loss in simple terms. Their articulation of actions as relevant and impactful to their school’s grounds, transforms the issue of biodiversity loss from a slow, invisible disaster to an observable phenomenon for children, which they then act to mitigate against. This work provides empirical grounding towards the operationalisation of environmental citizenship at the primary school level in the context of a less discussed, but as urgent, ecological disaster, that of biodiversity loss.

Associations between physical activity, screen time, and friends’ social network in a sample of Greek-Cypriot primary school children

PurposeThis study aimed to examine: (1) associations between children’s physical activity, screen time, and their friends’ respective behaviours, and (2) whether a child’s popularity is associated with his/her physical activity and screen time.MethodsParticipants included 136 children (37.5% boys and 62.5% girls) with a mean age of 11.8 years. Children wore a pedometer for four weekdays to assess physical activity and completed a diary relating to the time spent in three screen time activities. They also nominated three friends for school and out-of-school hours.ResultsBivariate associations between school physical activity and friends’ physical activity ranged from &lt;i&gt;r&lt;/i&gt; = 0.27 (&lt;i&gt;p&lt;/i&gt; &lt; 0.05) to &lt;i&gt;r&lt;/i&gt; = 0.47 (&lt;i&gt;p&lt;/i&gt; &lt; 0.05) and for the whole day from &lt;i&gt;r&lt;/i&gt; = 0.27 (&lt;i&gt;p&lt;/i&gt; &lt; 0.05) to &lt;i&gt;r&lt;/i&gt; = 0.40 (&lt;i&gt;p&lt;/i&gt; &lt; 0.001). At the multivariate level, boys’ and girls’ physical activity was associated with the physical activity of their best friend, explaining 42% and 11%, respectively, of the variance for school, and 11% and 9% of the variance, respectively, for whole day physical activity. In the boys’ analyses, time per day playing electronic games was associated with the child’s popularity, explaining 42% of the variance.ConclusionsChildren’s physical activity is associated with the physical activity of their best friends, while among boys, time playing electronic games is associated with their popularity. Targeting children’s friendship networks may help promote physical activity for both boys and girls and may help reduce time spent on electronic games among boys.

ВЛИЯНИЕ ИНТЕРАКТИВНОГО ФИЗКУЛЬТУРНОГО КОМПЛЕКСА НА РЕАБИЛИТАЦИЮ ДЕТЕЙ С ЗАДЕРЖКОЙ ПСИХИЧЕСКОГО РАЗВИТИЯ

An urgent issue today is the increase in the number of children with mental retardation. Statistics from the last five years show that more than 20% of children are born with lesions of the central nervous system. Perinatal pathology leads to a delay in mental and motor development and subsequently contributes to the risk of children's academic failure, maladjustment and social deviation. For a comprehensive solution to the problem, rehabilitation methods should be correctly selected, aimed at improving mental functions, developing physical qualities and forming motor skills. The purpose of the study is to study the effectiveness of an interactive physical education complex in the rehabilitation of children with mental retardation. The results obtained made it possible to identify the effectiveness of the use of a non–drug rehabilitation method - an interactive physical education complex for the development of cognitive functions and physical qualities of primary school children with mental retardation. To identify the level of logical thinking, the "Exclusion of excess" method was used, dexterity of movements was assessed by the "Darts" test, communicative activity was identified using a questionnaire for parents using the Makarchuk A.V., Gorinova E.V. method, large hand motor skills were assessed by a functional motor test, fine hand motor skills were assessed by the Grizik T.I., Tymoshchuk L.F. method. In the study of logical thinking in children after the rehabilitation course, an increase in the average values of the indicator was revealed in the main group, there were no changes in the control group. The results of the dexterity assessment test showed that after rehabilitation, the average values of the indicator increased only in the main group where the interactive complex was used. When evaluating communicative activity, it was revealed that when comparing groups, no changes were found in the average values of the indicator, however, the level of social interaction in the main group moved from "average" to "high" on a point scale, in the control group the level remained the same. When evaluating large hand motor skills, it was revealed that after rehabilitation in the main group, in which an interactive physical education complex was used, the average values of the indicator increased and began to correspond to the assessment "good", in the control group the indicator did not change – the assessment "satisfactory". In the study of fine motor skills, an increase in the average values in the main group was revealed: from the level of "poor development" to the level of "insufficiently good development", there were no changes in the control group. Thus, the interactive physical education complex increases the indicators of logical thinking, dexterity of movements, large and small hand motor skills and improves the level of communicative activity.

Mother’s Challenges of Achieving Digital Security in Information Revolution for Primary School Children

يهدف البحث الحالي التعرف على: - 1-تحديات الام في تحقيق الامن الرقمي لطفل المرحلة الابتدائية في ظل الثورة المعلوماتية 2- وجود فروق ذات دلالة احصائية على مقياس الامن الرقمي وفق متغير التحصيل الدراسي للام (ابتدائية – متوسطة – اعدادية – بكلوريوس فما فوق)؟ 3- وجود فروق ذات دلالة احصائية على مقياس الامن الرقمي وفق متغبر العمر للام (26-30، 31-35، 36- 40، 41- 45)؟ اشتملت عينة البحث على (633 ) من امهات أطفال المرحلة الابتدائية بمحافظة بغداد تم اختيارهم بالطريقة العشوائية الطبقية من مدارس المديريات الستة ، وقامت الباحثات ببناء مقياس يتكون من (30) فقرة موزعة بالتساوي على المجالات الثلاث ، المجال الاول ( تحديات الام في حماية الطفل من مخاطر المحتوى الرقمي المعروض) ، المجال الثاني (تحدبات الام في حماية الطفل من مخاطر الاتصال بالانترنت) ، والمجال الثالث (تحديات الام في حماية الطفل من مخاطر السلوك السيء) ، وتم استخراج الخصائص السيكومترية للاستبانة ( التميز ، الصدق ، الثبات ) ، واظهرت النتائج ان الام تواجه التحديات في حماية الطفل بدرجة فوق المتوسط ، وان مخاطر الاتصال بالانترنت كان الاكثر تحدياً ،ثم مخاطر المحتوى الر قمي المعروض ،ثم مخاطر السلوك السيئ ، و لا توجد فروق ذات دلالة احصائية وفق متغير التحصيل الدراسي للام ،و متغير العمر للام . تحديات الامن الرقمي - الثورة المعلوماتية.

Unveiling soil-transmitted helminth infections and associated risk factors in rural primary schoolchildren in Malaysia

Unveiling soil-transmitted helminth infections and associated risk factors in rural primary schoolchildren in Malaysia

DEVELOPMENT OF AN INTERACTIVE WEBSITE WITH DIDACTIC GAMES TO ENHANCE VOCABULARY IN YOUNG STUDENTS WITH INTELLECTUAL DISABILITIES

The article investigates the development of a website that includes interactive didactic games designed to improve the vocabulary of primary schoolchildren with intellectual disabilities. It describes the importance of developing vocabulary in children with intellectual disabilities and shows how the game approach can be an effective tool for teaching and developing speech in this category of children. The process of developing a website with didactic games is considered, which includes the selection of appropriate software, interface design, development of interactive tasks and games, as well as testing and improvement of the website. In particular, the article discusses methods and approaches to creating games aimed at developing lexical skills, expanding vocabulary and improving communication skills in children with intellectual disabilities. The advantages of using interactive didactic games in the educational process of junior schoolchildren with intellectual disabilities are highlighted. They stimulate children's interest in learning words and expanding their vocabulary, develop cognitive and speech skills, improve memory and concentration, and increase motivation and enjoyment of learning. A game-based approach can keep children interested, motivated, and effective, helping them to develop their language skills and achieve greater academic success. The website was created on the wix platform. The collection of didactic games was developed on the LearningApps platform. There are various types of tasks, for example quizzes, puzzles, crosswords, matching exercises, etc. Images for didactic games were generated by playground.ai artificial intelligence, which opens up new opportunities for creating visually appealing games and tasks. The importance of developing website with interactive didactic games for the development of vocabulary of younger students with intellectual disabilities is emphasized, they can become an effective tool for teaching and developing speech in children of this category, contributing to their success in learning and overall development.

Knowledge, Attitude, and Behavior toward Dental Trauma among Parents of Primary Schoolchildren Visiting College of Dentistry, Jizan

Knowledge, Attitude, and Behavior toward Dental Trauma among Parents of Primary Schoolchildren Visiting College of Dentistry, Jizan

Iron deficiency among primary school children in Mosul City /Northern Iraq, a cross-section study.

To determine the prevalence of iron deficiency among primary school students in an urban setting. The descriptive, cross-sectional study was conducted from January to April 2019 in Mosul, Iraq, after approval from the ethics review committee of the College of Medicine, Nineveh University, Iraq, and comprised students aged 6-12 years who were part of the 2018-19 academic year at 4 public primary schools located along the two banks of Tigris River. Serum ferritin was measured in all the participants. Data wa analysed using Minitab 20. Of the 827 subjects, 439(53%) were girls and 388(47%) were boys. The overall mean age was 8.5±0.057 years, with 558(67.5%) aged <10 years. The mean serum ferritin level was 8.05±6.43ng/ml, and 173(20.92%) subjects were found to iron-deficient. Among the iron-deficient students, 87(50.29%) had iron deficiency anaemia and 86(49.71%) had non-anaemic iron deficiency. Age and gender were significantly different between students with anaemic and non-anaemic iron deficiency (p<0.05). Within boys, significant difference was also noted in terms of body mass index-for-age values (p<0.05). One-fifth of the students were found to have iron deficiency. Plans to control iron deficiency among young children are essential.