Children In School Years Research Articles

How Do Executive Functions Influence Children’s Reasoning About Counterintuitive Concepts in Mathematics and Science?

Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children’s mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., Journal of Cognitive Enhancement, 4, 296–314, 2020). The current study aimed to investigate the role of EFs and the moderating effects of S&T training on counterintuitive mathematics and science reasoning. A sample of 372 children in school Years 3 (7- to 8-year-olds) and 5 (9- to 10-year-olds) were allocated to S&T, active control or teaching as usual conditions, and completed tasks assessing verbal and visuospatial working memory (WM), IC, IQ, and counterintuitive reasoning, before and after training. Cross-sectional associations between counterintuitive reasoning and EF were found in Year 5 children, with evidence of a specific role of verbal WM. The intervention benefited counterintuitive reasoning in Year 3 children only and EF measures were not found to predict which children would most benefit from the intervention. Combined with previous research, these results suggest that individual differences in EF play a lesser role in counterintuitive reasoning in younger children, while older children show a greater association between EFs and counterintuitive reasoning and are able to apply the strategies developed during the S&T training to mathematics and science subjects. This work contributes to understanding why specifically the S&T intervention is effective. This work was preregistered with the ISRCTN registry (TRN: 54726482) on 10/10/2017.

Measures of accommodative function in secondary school year 9 and year 13: a 4-year longitudinal study.

PurposeTo characterize accommodative function in secondary school children in year 9 and year 13 and assess the possible relationship between daily working conditions (number of near work hours and distances) and accommodation variables related to accommodative excess.MethodsThis was a prospective study. Participants were 43 subjects who were first examined in year 9 and then again when they were in year 13. The accommodation variables measured in each session were as follows: accommodation amplitude (AA), accommodative response (AR), monocular and binocular accommodation flexibility (MAF and BAF), negative relative accommodation (NRA), and positive relative accommodation (PRA). Other data recorded were the number of hours spent working at near vision tasks and the distances used for these tasks. Participants were classified as those with accommodation variables within the normal range (NA) and those with variables suggesting accommodative excess (AE).ResultsSeveral accommodative function variables were below normative values in both year 9 and year 13. The number of subjects classified as having AE went from 27.9% in year 9 to 58.1% in year 13 according to AR (p < 0.005) and from 23.3 to 46.5% according to MAF (p = 0.024). More near work was reported in year 13 (44.6 h/week) than year 9 (32.7 h/week) (p < 0.001). It emerged that subjects in year 13 spent more hours working at near if they had AE than if they were assigned to the NA group. No differences were detected in near work distances used by subjects in the NA and AE groups in both years.ConclusionsIn both school years, values outside the norm were detected in several accommodative function measures. Also, devoting more hours to near work was linked to a greater extent of accommodative excess. We would therefore recommend regular accommodative function assessment in secondary school children.

Effect of temporary school closure due to COVID-19 on musculoskeletal function in elementary school children.

Objective: In 2020, coronavirus disease-2019 (COVID-19) became the cause of a pandemic. In response, the Japan Sports Agency issued warnings about secondary damage to health, such as the threat to physical and mental well-being due to the lack of exercise in this situation. In this study, we report on cross-sectional and longitudinal examinations of standing trunk flexion to evaluate how temporary long-term school closures affected musculoskeletal function in elementary school students.Patients and Methods: All children in one public elementary school in T-city during the school years 2019 and 2020 were included in this study. A digital forward flexion meter was used to measure standing trunk flexion.Results: In this study, 284 (284/289: 98.3%) and 266 (266/274: 97.1%) children in school years 2020 and 2019, respectively, were found to have valid data for cross-sectional analysis. The standing trunk flexion did not show significant differences between grades or sexes. In the longitudinal analysis, the results of the comparison of standing trunk flexion in children for two consecutive years revealed significant differences only between grades 3 and 4 (P<0.05) and between girls in grades 3 and 4 (P<0.01), but no significant differences in other grades or among boys or girls were observed.Conclusion: Initially, we expected that there would be a difference in the results of functional assessment using standing trunk flexion depending on the period of absence from school. However, the results of this study showed no significant changes in standing trunk flexion. Moreover, since children’s musculoskeletal functions may be affected by various factors during the COVID-19 pandemic, they should be carefully monitored in the future.

Effect of Elementary School-Based Health Centers in Georgia on the Use of Preventive Services

This study measures effects on the receipt of preventive care among children enrolled in Georgia's Medicaid or Children's Health Insurance Program associated with the implementation of new elementary school-based health centers. The study sites differed by geographic environment and predominant race/ethnicity (rural white, non-Hispanic; black, small city; and suburban Hispanic). A quasi-experimental treatment/control cohort study used Medicaid/Children's Health Insurance Program claims/enrollment data for children in school years before implementation (2011-2012 and 2012-2013) versus after implementation (2013-2014 to 2016-2017) of school-based health centers to estimate effects on preventive care among children with (treatment) and without (control) access to a school-based health center. Data analysis was performed in 2017-2019. There were 1,531 unique children in the treatment group with an average of 4.18 school years observed and 1,737 in the control group with 4.32 school years observed. A total of 1,243 Medicaid/Children's Health Insurance Program-insured children in the treatment group used their school-based health centers. Significant increases in well-child visits (5.9 percentage points, p<0.01) and influenza vaccination (6.9 percentage points, p<0.01) were found for children with versus without a new school-based health center. This represents a 15% increase from the pre-implementation percentage (38.8%) with a well-child visit and a 25% increase in influenza vaccinations. Increases were found only in the 2 school-based health centers with predominantly minority students. The 18.7 percentage point (p<0.01) increase in diet/counseling among obese/overweight Hispanic children represented a doubling from a 15.3% baseline. Implementation of elementary school-based health centers increased the receipt of key preventive care among young, publicly insured children in urban areas of Georgia, with potential reductions in racial and ethnic disparities.

Changes in Foot Conditions of Primary School Children Studying in Dynamic Postures

Background: Scientific substantiation of a health-preserving potential of innovative educational technologies, learning modes, and non-traditional types of student furniture is one of the most important tasks of school medicine. The mode of dynamic postures presupposing alternation of sitting and standing positions at each lesson during the school day has got potential health-preserving resources. Our objective was to assess foot conditions in primary school children in years 1–3 studying in the mode of dynamic postures. Materials and methods: The study was conducted in 2015-2018 involving 42 children aged 7–10 years attending a gymnasium in the town of Balashikha, Moscow Region. The condition of the longitudinal foot arch was assessed by plantography using the Bauerfeind plantograph, Germany. For the same children, the Sztriter index was calculated in the beginning of year 1 and in the end of year 3. Results: The normal longitudinal foot arch was observed in 36.9% and 42.9% of schoolchildren studying in dynamic postures in years 1 and 3, respectively. Flat feet were detected in every fifth child and its prevalence did not change in the course of learning. The most pronounced positive dynamics expressed by a 5.9-fold decrease in the prevalence rate was observed for the higher arch of the foot noted in 21.4% of first graders and only in 3.6% of third graders. Conclusions: Our findings show positive dynamics in foot conditions related to the process of learning in the mode of dynamic postures and may serve as the basis for a wider introduction of this mode into educational practice.

Screening for celiac disease in school aged children in Croatia

Abstract Background Celiac disease primarily affects small intestine and occurs as an immune-based reaction to dietary gluten in wheat, barley and rye. There has been a significant increase in prevalence and an increase in diagnosis rate due to diagnostic tests improvements. Celiac disease can present with gastrointestinal and non-gastrointestinal abnormalities, but also many individuals may have no symptoms at all. Early diagnosis of celiac disease is essential, because untreated disorder may result in serious complications. The aim of this study was to detect celiac disease in asymptomatic school-aged children and to determine prevalence rate. Methods Cross sectional study was conducted on a sample of 2000 children in school year 2018/2019 in school health service. The sample comprised 15.8% of elementary school first grade population in City of Zagreb, aged 6-7 years. SimtomaX in-vitro rapid screening test was used to detect IgA and IgG deamidated gliadin peptide and/or IgA deficiency. Children with positive tests were referred to clinical diagnostic. Data were analysed by descriptive statistic. Results The study comprised 1404 children (51% girls, response rate 70%). Positive result was found in 5.6% children (42 girls and 37 boys). Up to now, celiac disease was confirmed with duodenal biopsy in 0.5% asymptomatic children (3 girls, 4 boys). Conclusions The results of the study showed prevalence of celiac disease of 0.5% in asymptomatic first grade school children. Children diagnosed with celiac disease require gluten-free diet and follow-up of gastroenterologist, nutritionist and school doctor. The results of the study will be used to raise the awareness and encourage more active search for celiac disease among asymptomatic school children. Key messages Recognition of celiac disease in asymptomatic children reduces risk of complications. Adequate diet for individuals with celiac disease should be ensured from kindergarten through school time.

Children’s Plans for Writing: Characteristics and Impact on Writing Performance

Planning plays an important role in the production of written texts. Little is known about why children plan and the plans they create when they are not explicitly instructed. This study explores the plans that elementary school children in Years 1, 3, and 5 create before writing a text. We compared performance of children educated in Catalan and in English (the United Kingdom) and examined whether the plans were related to their language and literacy skills. Children of all ages produced plans before writing either by producing a draft or an organizer. The types of plan changed with age and were influenced by the educational context. Plans were not associated with either the text length or the text quality. Nor were language, literacy, and transcription skills associated with the plans. School instruction is important for producing plans but, at this stage, children’s self-generated plans do not impact on the texts produced.

Professional Self-Determination of Schoolchildren in Years 8–10 of Arctic and Russian Far East Regions: Sociological Analysis

The article deals with the features of professional self-determination of schoolchildren in years 8–10 of Arctic and Russian Far East regions. The study revealed factors that influence the choice of future professions by schoolchildren; generalized schoolchildren’s ideas about the category of “profession” and its content; analyzed ideas of schoolchildren about their professional future; considered the interests of schoolchildren in building a successful career in the Arctic and Russian Far East regions. The results obtained showed that schoolchildren are more oriented towards higher education, and their chosen professions are in demand in the Arctic and Russian Far East regions where there is a deficit of qualified personnel. The students are optimistic about their professional future, and they also positively assess the opportunities of starting a career with Arctic and Far East companies. Every tenth pupil from Arctic regions and every fifth pupil from the Far East regions noted that they had planned professional implementation in these regions earlier, almost every third pupil was interested in it, but they are not sure that it suits them. The results of the research may be useful in planning themed career guidance activities aimed at involving young people in strategic regions of the country, and useful for career guidance specialists, educators, relevant authorities and researchers.

Takeaway meal consumption and risk markers for coronary heart disease, type 2 diabetes and obesity in children aged 9–10 years: a cross-sectional study

ObjectiveTo investigate associations between takeaway meal consumption and risk markers for coronary heart disease, type 2 diabetes and obesity risk markers in children.DesignA cross-sectional, school-based observational study.Setting85 primary schools across...

The development and validation of the Healthy Computing Questionnaire for Children (HCQC).

School children may be at risk of physical health problems associated with desktop, laptop and tablet computer use. There are some interventions designed to educate children about ergonomic practices when using computers. A common limitation of past intervention studies has been the lack of a valid and reliable questionnaire to determine effectiveness of the intervention. The aim of this study was to develop a valid and reliable self-report measure to assess primary school children's knowledge, attitudes and behaviours related to healthy computer use. A mixed methods approach was used to develop the questionnaire and test its psychometric properties. A convenience sample of 440 primary school children in Year 5 (aged 9-11 years) was used in the development and validation of the questionnaire. The final questionnaire comprised 56 items across the three subscales of knowledge, attitudes and behaviour. The questionnaire was shown to have good content validity and adequate test-retest reliability. Internal consistency was adequate for the attitude items, but low for the knowledge items. This study produced a valid and reliable tool, using a health promotion framework, for measuring primary school children's knowledge, attitudes and behaviours related to healthy computing.

Increasing physical activity levels in primary school physical education: The SHARP Principles Model.

Objectives: To evaluate the effectiveness of a one-year teaching intervention to increase moderate to vigorous physical activity (MVPA) during primary school physical education (PE). Methods: A quasi-experimental, non-equivalent group design involving four classes from two primary schools in the West Midlands, UK. In March 2014 schools were selected through purposive sampling to match schools in terms of size and demographics (baseline, n = 111: post-intervention, n = 95); data were collected from children in school years 3 and 4 (aged 7 to 9 years). The intervention involved developing teacher effectiveness through the SHARP Principles Model which was grounded in the Self Determination Theory (SDT), the Social Ecological Model (SEM) and three key ingredients from the Behaviour Change Taxonomy (BCT). MVPA was assessed at baseline and four weeks post-intervention using the System for Observing Fitness and Instruction Time (SOFIT). Four individual teacher interviews were conducted with the intervention school, to explore teachers' perceptions of the intervention. Results: A two-way ANOVA (Analysis of Variance) indicated large interaction effect sizes for time spent in MVPA (F(1, 27) = 11.07, p = 0.003, ηp2 = .316) and vigorous activity (VPA) (F = (1,27) = 8.557, p = .007, ηp2 = .263). PA in the intervention school increased significantly whereas in the control school MVPA remained relatively constant and VPA decreased. The qualitative findings revealed two main emergent themes: a paradigm shift and teacher's developing pedagogy. Conclusions: The intervention was effective in increasing MVPA in PE. Recommendations based on this evaluation would be for the SHARP Principles Model to be replicated and evaluated on a wider scale across a variety of contexts.

Children Learning About Secondhand Smoke (CLASS II): protocol of a pilot cluster randomised controlled trial

IntroductionExposure to secondhand smoke (SHS) increases children’s risk of acquiring chest and ear infections, tuberculosis, meningitis and asthma. Smoking bans in public places (where implemented) have significantly reduced adults’ exposure...

Ten-year changes in positive and negative marker food, fruit, vegetables, and salad intake in 9-10 year olds: SportsLinx 2000-2001 to 2010-2011.

To investigate changes in intakes of 'negative' and 'positive' foods, fruit, vegetables, and salad in serial cohorts of 9-10-year-old children from 2000-2001 to 2010-2011. For this serial, cross-sectional study, children in school year 5 (9-10 years of age) completed the SportsLinx Lifestyles Survey [n = 30,239 (15,336 boys and 14,903 girls)]. Changes in positive and negative food scores, and the proportion of boys and girls reportedly consuming fruit, vegetables and salad on the previous day to surveying, were investigated annually from 2000 to 2011. The consumption of negative foods declined and positive foods increased significantly compared to baseline. Positive changes in fruit, vegetables and salad consumption were observed over time, with the most recent cohort more likely to consume fruit, vegetables and salad compared to the 2000-2001 baseline. Girls displayed more favourable positive and negative food scores and were more likely to consume fruit, salad and vegetables across several study years compared to boys. The consumption of negative and positive foods, fruit, vegetables, and salad has improved over the last 10 years. In addition, girls appear to have better positive and negative food scores, and were more likely to consume fruit, vegetables and salad, across a number of study years or cohorts compared to boys. These encouraging findings suggest that children's food intake has improved since 2000. Furthermore, the data indicate that boys and girls may require separate or different healthy eating messages to further improve food intake.

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

BackgroundMathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.MethodsFour-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires.ResultsNo gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.ConclusionsOur study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

SP3-68 A systematic review of interventions to prevent or reduce substance use and sexual risk behaviour in young people

BackgroundInterventions aimed at preventing risky behaviour in adolescence and young adulthood have largely focused on single risk behaviours and a limited number of underlying predictors. Interventions that take a broader...

The Active for Life Year 5 (AFLY5) school based cluster randomised controlled trial: study protocol for a randomized controlled trial

BackgroundLow levels of physical activity, high levels of sedentary behaviour and low levels of fruit and vegetable consumption are common in children and are associated with adverse health outcomes. The aim of this paper is to describe the protocol for a cluster randomised controlled trial (RCT) designed to evaluate a school-based intervention that aims to increase levels of physical activity, decrease sedentary behaviour and increase consumption of fruit and vegetables in school children.Methods/designThe Active for Life Year 5 (AFLY5) study is a school-based, cluster RCT that targets school children in Year 5 (age 9-10 years). All state junior/primary schools in the area covered by Bristol City and North Somerset Council are invited to participate; special schools are excluded. Eligible schools are randomised to one of two arms: intervention arm (receive the intervention 2011-2012) and control arm (receive the intervention after the final follow-up assessment, 2013-2014). The primary outcomes of the trial are levels of accelerometer assessed physical activity and sedentary behaviour and questionnaire assessed fruit and vegetable consumption. A number of secondary outcomes will also be measured, including body mass index, waist circumference and overweight/obesity. Outcomes will be assessed at baseline (prior to intervention when the children are in Year 4), at the end of intervention 'immediate follow-up' and '12 months long-term' follow-up. We will use random effects linear and logistic regression models to compare outcomes by randomised arm. The economic evaluation from a societal perspective will take the form of a cost consequence analysis. Data from focus groups and interviews with pupils, parents and teachers will be used to increase understanding of how the intervention has any effect and is integrated into normal school activity.DiscussionThe results of the trial will provide information about the public health effectiveness of a school-based intervention aimed at improving levels of physical activity, sedentary behaviour and diet in children.Trial registrationISRCTN50133740

Naplan language assessments for Indigenous children in remote communities

The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments are designed to assess literacy and numeracy of all Australian school children in years 3, 5, 7 and 9, and to act as diagnostics as to whether children are meeting intended educational outcomes. Tests began in May 2008, and have been run annually since then. Results of the 2008 tests indicated that Indigenous children in remote communities had the lowest test scores, and results were used to make a policy decision that effectively scrapped bilingual education in the Northern Territory. In this paper, we evaluate the literacy component of the NAPLAN test for Year 3, and the language samples for each year level. Literacy components assess reading, writing and language conventions (grammar, spelling and punctuation), and we focus on the reading and language conventions components. We argue that the NAPLAN tests need to be very carefully monitored for appropriateness for the assessment of children living in remote Indigenous communities. This is because tests are standardised on groups of English language speaking children. The content of some sample tests relies on cultural knowledge which Indigenous children cannot be expected to have. Spelling tests need to be monitored to ensure that they are testing spelling rather than grammatical knowledge. Finally, it is difficult to create language convention tests which are truly diagnostic because of the mixed test population of native English speakers, ESL learners and EFL learners in remote Indigenous communities.

Devolution as a Policy Crucible: The Case of Universal Free School Meals

AbstractThe election of the Scottish government, in May 2007, raised expectations that devolution may at last give rise to a sea change in the development of welfare policy. Certainly, in the areas of education and health the newly elected Scottish National Party (SNP) Scottish government, despite its minority control of the parliament, lost no time in announcing significant changes to previous policies in the areas of hospital closures and primary school class sizes. The proposals to introduce universal free school meals in all primary schools for school children in years one to three from 2010, following a pilot in selected local authorities, was one of these changes. This policy shift is of significance for three reasons. First, the previous executive had explicitly rejected proposals for universal free school meals on two previous occasions. Second, it represented a movement towards universality and away from the strategy of targeting and means‐testing welfare adhered to by both the Westminster UK government and the previous Scottish Executive. As such, therefore, the introduction of universal free school meals marks a significant victory for the campaigning groups behind the move. Finally, and perhaps of still greater significance, the introduction of a pilot scheme for universal provision in England, announced by the Westminster government in September 2008, further highlights one other goal of devolution: that of a potential for policy experimentation and divergence. Universal free school provision may be the first example of devolution providing a crucible for welfare policy for the wider United Kingdom. This paper assesses the extent to which an extension of the entitlement to free school meals is likely to improve the access of free school meals to children from the poorest of households and the extent to which changes in free school meal provision leads to a regionally specific impact on child poverty due to variations of household composition within the English regions and Scotland, Wales and Northern Ireland. In doing so we suggest that evidence for the advantages of universal provision provides a positive example of devolution's potential for acting as a welfare policy crucible.

The development of peer coaching skills in primary school children in years 5 and 6

Can peer coaching skills be developed through ‘non academic’ tasks? The enquiry also aims to answer the following question: Can children give and receive feedback? The research methods reported are ethnographic combined with pre- and post- responses to the drawing task. The categorisation of the children's drawings and their use of feedback were analysed and for the majority of children the quality of the feedback did not affect their choice of accepting the feedback or ignoring the suggestions made, which appeared counter to our initial hypothesis.

Reasons for non-participation in a parental program concerning underage drinking: a mixed-method study

BackgroundAlcohol consumption among adolescents is a serious public health concern. Research has shown that prevention programs targeting parents can help prevent underage drinking. The problem is that parental participation in these kinds of interventions is generally low. Therefore, the aim of the present study is to examine non-participation in a parental support program aiming to prevent underage alcohol drinking. The Health Belief Model has been used as a tool for the analysis.MethodsTo understand non-participation in a parental program a quasi-experimental mixed-method design was used. The participants in the study were invited to participate in a parental program targeting parents with children in school years 7-9. A questionnaire was sent home to the parents before the program started. Two follow-up surveys were also carried out. The inclusion criteria for the study were that the parents had answered the questionnaire in school year 7 and either of the questionnaires in the two subsequent school years (n = 455). Multinomial logistic regression analysis was used to examine reasons for non-participation. The final follow-up questionnaire included an opened-ended question about reasons for non-participation. A qualitative content analysis was carried out and the two largest categories were included in the third model of the multinomial logistic regression analysis.ResultsEducational level was the most important socio-demographic factor for predicting non-participation. Parents with a lower level of education were less likely to participate than those who were more educated. Factors associated with adolescents and alcohol did not seem to be of significant importance. Instead, program-related factors predicted non-participation, e.g. parents who did not perceive any need for the intervention and who did not attend the information meeting were more likely to be non-participants. Practical issues, like time demands, also seemed to be important.ConclusionTo design a parental program that attracts parents independently of educational level seems to be an important challenge for the future as well as program marketing. This is something that must be considered when implementing prevention programs.