Development Of Elementary School Students Research Articles

REDUCE THE USE OF GADGETS: Parent’s coping strategies for children’s social development

Today's technological advances are very rapid and increasingly sophisticated with the creation of gadgets. Gadgets greatly affect the development of elementary school students, especially developments in social interaction. The purpose of this study was to analyze the influence of the old usage of gadgets with the social development of school children. The design of this research is correlation analysis with the cross-sectional approach. The population in this study were all 1-5 grade students at Jabon 2 Mojoanyar Elementary School in Mojokerto Regency with 125 children. The sampling technique uses total sampling. The sample of this study amounted to 125 children. The research instrument used a social development questionnaire. Data analysis using crosstab. The results of this study indicate that most children use gadgets> 2 hours a day, 89 children (71.2%), and most school-age children have sufficient social development, 83 children (66.4%). The results of the crosstab analysis show that the longer children use gadgets, the less social development of children. Children who use gadgets over time from the time limit specified by some experts make them addicted and less sensitive to the surrounding environment. Children tend to be individual and passive in interacting with their social environment and peers.
 
 Keywords: Gadget, social Development, school-age children

ЛІТЕРАТУРНО-ХУДОЖНЯ СПАДЩИНА ВАСИЛЯ СУХОМЛИНСЬКОГО – ДЖЕРЕЛО ЕМОЦІЙНОГО РОЗВИТКУ МОЛОДШИХ ШКОЛЯРІВ

У статті проаналізовано літературно-художню спадщину Василя Сухомлинського як джерело емоційного розвитку молодших школярів; розглянуто психологічні і педагогічні характеристики емоційного інтелекту, особливості його виявлення й розвитку у молодших школярів.
 Схарактеризовано досвід закладів вищої освіти України щодо використання художніх творів Василя Сухомлинського у контексті розвитку емоційного інтелекту майбутніх учителів (Уманського педагогічного університету ім. Павла Тичини; Київського університету ім. Бориса Грінченка; Національного педагогічного університету імені М. П. Драгоманова).
 Обґрунтовано потенціал художньої творчості Василя Сухомлинського як джерела розвитку емоційного інтелекту дітей. Розкрито трактування педагогом понять: емоція, емоційність навчання, емоційна культура, школа емоцій. З’ясовано, що у працях Василя Сухомлинського поняття емоція і думка передбачають тісний взаємозв’язок, який створює емоційний інтелект, що є потужним ресурсом ефективного пізнання дитиною світу природи, людей, праці і самої себе.
 Прокоментовано здійснений авторкою відбір творів Василя Сухомлинського для підручників з читання у 2–4 класах у контексті завдань розвитку емоційного інтелекту молодших школярів. Обґрунтовано основні критерії вибору творів: їх доступність і цікавість для сучасних дітей, емоційна насиченість, можливість застосування різних форм організації діалогу з текстом, що дозволяє вийти на рівень розуміння внутрішніх смислів твору. Розкрито методичні можливості творів для реалізації таких завдань нової програми з мовно-літературної галузі. Схарактеризовано методичні особливості (створення на уроці умов для емоційного сприймання змісту твору учнями і поглиблений аналіз тексту з метою проникнення у його внутрішній смисл) та методичні прийоми їх вивчення (прогнозування учнями імовірного змісту твору за його заголовком і малюнком, зіставлення очікуваного і прочитаного твору, «перерване» читання з метою висловлення учнями передбачення на етапі кульмінації сюжету щодо його подальшого розвитку, уявний діалог читачів із дійовими особами твору, придумування продовження подій, звернення до особистого досвіду дітей).

The Analysis on Invention Educational Needs for the Development of Elementary School Students' Invention Capabilities

이 연구의 목적은 초등학생의 발명 능력 함양을 위한 교육 요구도를 분석하는 것이다. 이 조사연구를 수행하기 위하여 발명능력에 대한 선행연구 결과를 바탕으로 27개의 발명능력을 추출하였다. 발명교육을 1년 이상 실시한 초등학교 교사를 대상으로 초등학교에서 발명 능력의 중요도와 초등학생의 발명 수행 정도에 대하여 설문 조사를 실시하였다. 편의적 표집 방법으로 설문대상을 선정하였으며, 51명의 초등학교 교사가 설문에 참여하였다. 설문조사 결과를 Borich(1980)의 교육 요구도 분석 공식을 사용하여 분석하였다. 연구의 주요 결과는 다음과 같다. 첫째, 초등학교 교사가 인식하는 발명 능력의 중요도 평균은 최저 3.16, 최고 4.02로 나타났다. 발명 협업 능력(M=4.02), 발명 의사소통 능력 (M=3.98), 발명품 영향 평가 능력(M=3.94)의 평균이 높았다. 발명 협업 능력(M=4.02), 발명 의사소통 능력(M=3.98), 발명품 영향 평가 능력(M=3.94)의 중요도 평균이 상대적으로 높았다. 둘째, 초등학교 교사가 인식하는 초등학생들의 발명 능력의 수행 정도 평균은 최고 3.65, 최저 2.20으로 나타났다. 발명품 사용 능력(M=3.65), 발명 아이디어 창안 능력(M=3.43), 발명 의사소통 능력(M=3.35)의 수행능력평균이 상대적으로 높았다. 셋째, 초등학생의 발명 능력 함양을 위한 교육 요구도 평균은 최고 4.07, 최저 0.44로 나타났다. 발명품 제작 계획 수립 능력(M=4.07), 지식재산권 확보 능력(M=3.72), 발명 영향 평가 능력(M=3.48)의 교육 요구도 평균이 상대적으로 높았다.The purpose of this study was to analyze the educational needs for the development of elementary school students invention capabilities. In order to carry out this research study, 27 invention capabilities were extracted based on previous research. A survey was conducted with 51 elementary school teachers which had taught invention programs over a year to elementary school students. The main results of this study are as follows. First, the invention capabilities of relatively high average were capability of invention collaboration (M=4.02), capability of invention communication (M=3.98), and capability of invention impact evaluation (M=3.94). Second, the invention capabilities of relatively high average were capability to use inventions (M=3.65), capability to create invention ideas (M=3.43), and capability of invention communication (M=3.35). Third, the capabilities to have relatively high average about educational needs were capability of invention modeling planning (M=4.07), capability of intellectual property rights acquisition (M=3.72), and capability of invention impact evaluation (M=3.48). In order to effectively carry out elementary school invention education, the educational needs for invention capabilities should be appropriately reflected.

Effects of the Chinese Cabbage Vegetable Garden Program in Practical Arts Education on Personality Development of Elementary School Students

본 연구는 실과 배추 텃밭 프로그램이 초등학생의 인성 함양에 미치는 효과를 알아보고자 제주특별자치도 제주시 읍면지역에 소재하고 있는 D초등학교 4학년 27명을 대상으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 실험집단의 KEDI(한국교육개발원) 인성 검사 결과 전반적인 인성은 유의 수준 p<.05에서 유의미한 차이가 있었다. 하위 인성덕목별로는 성실, 배려ㆍ소통, 사회적 책임, 자기조절, 정직ㆍ용기, 정의, 시민성 덕목은 p<.01 수준에서 유의미한 차이가 있었고, 자기존중, 예의, 지혜 덕목에서는 p<.05 수준에서 유의미한 차이가 있었다. 따라서 실과 배추 텃밭 프로그램이 초등학생의 인성에 긍정적인 영향을 주었음을 알 수 있었다. 둘째, 학생들의 재배관찰일지(텃밭 일기)와 행동관찰, 소감문을 분석한 결과, 실과 배추 텃밭 프로그램은 다양한 인성 하위 요소에서 행동 및 마음의 긍정적인 변화를 가져옴을 알 수 있었다. 이상과 같은 연구 결과로 살펴볼 때 초등학교 실과 배추 텃밭 프로그램은 학습자들의 인성 형성에 영향을 주고 이는 긍정적으로 영향을 주는 것으로 판단되어 앞으로 바른 인성 함양을 위한 다양한 실과 재배교육 프로그램에 대한 연구가 필요하다고 본다.The purpose of this study is to verify the effects of Chinese cabbage vegetable garden program in practical arts education on the personality development of elementary school students. The results of this study conducted through this process are as follows. First, the personality test results of the KEDI (Korea Educational Development Institute) of the experimental group showed a significant difference in overall personality at the significant level p<.05. By virtue of subpersonality, there was a significant difference in sincerity, considerationㆍcommunication, social responsibility, self-control, honestyㆍcourage, justice, and citizenship virtue at the level of p<.01, and there was a significant difference at the level of p<.05 in self-respect, courtesy and wisdom virtues. Therefore, it was found that the Chinese cabbage vegetable garden program in practical arts education had a positive effect on the personality of elementary school students. Second, after analyzing students’ plant observation log (i.e., vegetable garden diary), behavioral observations, and writings on impression, we found that practical and cultivation programs can bring positive changes in behavior and mind in various sub-factors of personality. As a result of the above research, it is considered that the elementary school practical education program affects the personality formation of the learners and positively affects it, and it is necessary to study various practical training programs for cultivating the right personality in the future.

The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students

Although the development of elementary school students' behavioral school engagement in Western societies has received much research attention, longitudinal research on its development and predictors in China is still sparse. This two-year, four-wave, accelerated longitudinal study investigated the developmental trajectory of behavioral school engagement across Grades 3–6 among Chinese school students. Based on positive psychology constructs, we investigated the longitudinal relations between subjective well-being (SWB) in school and behavioral school engagement. Data were collected from self-report questionnaires completed by 1057 children (572 males, Mage = 9.4) from Grades 3–5 at the time of the first assessment. Analyses of latent growth curve models indicated a curvilinear trend of behavioral school engagement with an initial increase followed by a slight decrease. Analyses of autoregressive cross-lagged models showed that SWB in school and behavioral school engagement were reciprocally predictive over time. Although cross-cultural research is needed, our findings suggest a possible, unique influence of Chinese culture in shaping the developmental pattern of Chinese students' behavioral school engagement and the role of school-aged children's SWB in school in their behavioral school engagement. Limitations and implications of this study were discussed.

A Study on Teaching Method of Children’s Song for Development of Elementary School Students’ Character and Morality

본 연구는 초등학생들의 인성 및 도덕성 향상을 위해 창작동요를 활용한 수업지도 방안을 마련하는데 있다. 음악은 예로부터 정서함양은 물론 윤리적 행동 변화를 유발할 수 있는 도구로서 그 효과를 검증해 왔으며, 음악양식뿐만 아니라 음악 가사 또한 공동체 속에서 도덕성 발달에 관여한다고 볼 수 있다. 그 일환으로 동요를 활용한 아동의 개도는 지속적으로 이루어져 왔으며, 그 중에서 창작동요는 그 개발과 함께 많은 의도를 지니고 불려 왔다. 무엇보다 창작동요는 교육적 가치를 포함하고 있다는 점에서 ‘계몽동요’ 라고 불리기도 하며, 우리 사회에서 가르치고자 하는 도덕적 또는 윤리적 내용을 내포하고 있어 어린이들의 인격 형성을 목적으로 하고 있다. 이러한 창작동요의 가치를 이해하고 그 가사가 지니고 있는 의미를 파악하는 한편, 음악수업에서 통합적 교수 학습 모형을 적용하여 창작동요를 지도한다면 아이들의 인성 및 도덕성을 충분히 함양할 수 있을 것이다.The purpose of this study is to provide a guidance plan for elementary school students to utilize creative motions to improve their character and morality. Music has been proved as a tool to induce emotional behavior change as well as emotional development, and musical lyrics as well as musical forms are also involved in the development of morality in the community. As a part of that, children s awareness using the children’s song has been consistently done. Among them, children’s song has been widely sung with many intentions along with its development. Above all, it is called Enlightenment Song because it contains educational value, and it is aimed at forming the character of children because it contains moral or ethical contents to teach in our society. Understanding the value of this children’s song and understanding the meaning of the lyrics, and applying the integrated teaching and learning model in the music lesson, will lead to the development of children s character and morality.

The Development of Elementary School Students' Sense of East Asian Community through Issue-Centered Social Studies Approach

The Development of Elementary School Students' Sense of East Asian Community through Issue-Centered Social Studies Approach

THE IMPLEMENTATION OF INTEGRATIVE THEMATIC LEARNING IN CLASS I OF STATE ELEMENTARY SCHOOL 2 BARONGAN KUDUS

&lt;p&gt;&lt;em&gt;This study aims to describe the concept and implementation of integrative thematic learning in class I of State Elementary School 2 Barongan Kudus. Integrative thematic learning is a learning approach that integrates the various competencies of the various subjects into a variety of themes, so as to provide meaningful experiences to the students. The goal is to encourage learners to be able in observing, asking, reasoning, and better presenting what they gain or know after receiving instructional materials. Objects in learning relate to natural phenomena, social, art, and culture. The application of integrative thematic learning is a learning effort that is oriented at the stage of development of elementary school students who in its development still see everything as a whole unity and only able to understand the relationship between concepts in a simple way. Therefore, through integrative thematic approach students are expected to have a much better attitude, skills, and knowledge competence.&lt;/em&gt;&lt;/p&gt;

THE DEVELOPMENT OF CREATIVITY IN CHILDREN STORY WRITING FOR INDUSTRY MORAL AND CULTURE BASED ON CREATIVITY NATION

The development of this research aims to produce a set of models of teaching elementary school children to write stories that integrate approaches, methods, instructional media in developing creative writing children stories among elementary school students. In particular, this research is expected to produce outputs (products) in the form:1) a model in the development of primary school children to write stories, 2) examples Subjects who can lead the development of writing skills of primary school children's story, 2). Examples of children's story of the development of elementary school students, were excavated from the real experience of the students, the which can be built into a part of the creative industries are rooted in ideas of elementary school students.This research trying to empower the potential that exists in elementary school students. The second stage of the research that will come in the learning models will be implemented a to write stories (experimental) in elementary school, and the results will be applied in the form of models of teaching materials in writing stories and examples of stories. If this research can be continued into the third stage will be Followed by a revision of the results of children's stories written by elementary school students. Furthermore, mass production in cooperation with publishers and Obtain intellectual property rights&#x0D; Keywords: Writing, Children's Stories, Copyright

Η επίδραση της πολυδιάστατης διδακτικής προσέγγισης και της αναπτυξιακής διδακτικής προσέγγισης στην επιστημολογική ανάπτυξη των μαθητών της Στ’ τάξης Δημοτικού σχολείου στο μάθημα των Φυσικών Επιστημών

The present study explored the effects of a different type of teaching on epistemic cognition of 6th grade students through an intervention program in the science class. Epistemic cognition concerns how people acquire, understand, justify, change, and use knowledge (Greene, Sandoval, &amp; Bråten, 2016). The study addressed the question of how the type of approach affected the development of epistemic cognition among young children, by extending previous research that examined the relation between epistemic cognition and intervention programmes in adults. Nine 6th grade classes completed paper-and-pencil instruments to measure their epistemic cognition and cognitive ability. Twelve of the students also participated in an individual semi-structured interview. Students’ epistemic cognition was assessed using a short version of Schommer’s questionnaire for students. The students’ cognitive ability was assessed through Raven’s Progressive Matrices (1998). The present study aspired to find which of the main approaches is more effective for the development of students’ epistemic cognition and if cognitive ability can predict epistemic cognition. Three of the classes were randomly put in the Control Group that had courses in science education, three were randomly put in the Experimental Group Α, following the multidimensional approach, and three were randomly put in the Experimental Group Β, following the developmental approach. The nine 6th grade classes completed paper-and-pencil instruments to measure their epistemic cognition and cognitive ability, to examine possible changes in epistemic cognition and a possible relation between epistemic cognition and cognitive ability. Students’ epistemic cognition was assessed using the short version of Schommer’s et al. questionnaire (2000) for young students. Students’ cognitive ability was assessed through the Raven’s Progressive Matrices (Raven, Raven, &amp; Court, 1998). Then, twelve of these students participated in an individual semi-structured interview, where they were asked about the effectiveness of the intervention program. The results showed the effectiveness of multidimensional teaching, which is also confirmed through the analysis of qualitative data, in contrast to the developmental intervention. The analysis of the interviews showed that all students believed that truth can be found through research. Also, according to the results, the multidimensional teaching approach can predict cognitive ability at the level of epistemic cognition. The present study aims to assist in increasing students’ epistemic cognition which is so important for forming citizens capable of meeting the needs of the 21st century. The benefits that result from the long-term intervention will be communicated to the Ministry of Education and Culture and propose radical changes in the Curriculum in terms practices that could be implemented in the teaching of science that will help in the development of elementary school students΄epistemic cognition

A Study on the Personality Development of Elementary School Students through HAPKIDO Training

Courtesy is considered especially important in hapkido training. The characteristic of hapkido is that trainees sit upright on their knees and...

A Performance Task Application for the Development of Elementary School Students’ Perception of Hygiene and Being Healthy

In the present study, the purpose is to determine the effects of performance tasks for the topic of “hygiene and being healthy” on elementary school 4th graders’ opinions about and attitudes toward...

자기수용을 통한 초등학생의 자아존중감 증진 프로그램 개발

이 연구의 목적은 초등학생의 자기 수용을 통한 자아존중감 증진을 위한 프로그램의 개발에 있다. 초등학생들의 자아존중감은 자기 자신을 있는 그대로 받아들이는 자기 수용과 밀접한 관련이 있다. 이를 위해서, 이 연구에서는 자아존중감 증진에 필요한 요인으로 안정성, 자기이해, 자아수용, 자기존중, 대인관계 등의 내용요소를 선정하였다. 프로그램의 구조 및 내용 설계는 초등교사와 32명과 초등학생 93명을 대상으로 한 기초 요구조사와 개발한 프로그램에 대한 3명의 전문가로부터 총 2회에 걸친 타당성 검증과정을 통해 이루어졌다. 또한, 프로그램의 설계는 관찰, 전환, 관계지향 등의 3단계로 구성하고, 단계별로 프로그램에 적합한 내용요소를 선정하였다. 이 프로그램은 초등학생의 자아존중감 증진을 위해 주로 인지적, 정서적인 측면에 치중하고 있어서 행동적 측면이 다소 부족한 경향이 있다. The objective of this study is to develop self-esteem program for elementary school students by accepting themselves. Elementary school students' self-esteem is closely related with accepting themselves as they are. For this reason, the contents of this study were consisted of stability, self-understanding, self-acceptance, self-respect, personal relationships. Three experts accomplished program structure and contents design performed by two tests on validity. The need-survey for this was based on the participants who were 93 elementary school students and 32 elementary school teachers. Also, this program was designed in 3 steps of observation, conversion and relation-orientation. The contents of these steps are related with this program's propriety. This program has a little weakness in behavioristic sides because it concentrated on cognitive and affective aspect for the self-esteem development of elementary school students.

초등학생의 창의성 신장을 위한 예술 영역 교과 중심의 STEAM 교육 프로그램 개발 및 적용: 스크래치 프로그래밍 언어를 활용하여

【In this study, Art area -based STEAM education programs that take advantage of the Scratch was to analyze the effect of the development of elementary school students' creativity. The winter break of ${\bigcirc}{\bigcirc}$ university education donation application students 3, 4, 5th grader was verified two research hypothesis to the target. First, Art area -based STEAM education programs will be effective on the development of elementary school students' creativity. Second, Art area -based STEAM education programs will be more effective on the development of the elementary school girls' creativity than the elementary school boys' creativity. Art area -based STEAM education programs is to show a significant difference on the development of elementary school students' creativity, mean change of elementary school girls were remarkable than boys.】

Development of Computer Education Program Using LOGO Programming and Fractals Learning for enhancing Creativity: Focus on Creative Problem-Solving

The paper was aimed to investigate the effect of the LOGO programing language on the creativity development of elementary school students. And, this paper analyzed the statuses of STEAM education. And, suggested factors to realize successful STEAM education materials. An examination of the research on LOGO indicates that research is being amply conducted overseas on LOGO and thinking ability, planning ability and programming, the cognitive effects on programming, and the effects of learning LOGO on cognitive styles. Such computational sciences and IT education can also be found in the concept of STEAM education. Yakman defined the boundaries of Science(S), Technology(T), Engineering(E), Arts(A), and Mathematics(M) in STEAM education. He suggested that the contents of computational sciences belong to the Computer in Engineering (E) field and the contents of IT belong to informational technology under Technology(T). The STEAM education using IT is an attractive educational method for the digital generation to easily and pleasantly learn the contents of mathematics, sciences, and technology. The educational methods that integrate IT and other fields of academia have been attempted before STEAM education. In addition, the reason for a brighter footlight for IT as the transition from STEM education to STEAM education occurs is that it occupies a large section in the field of Art in the digital environment. The paper was aimed to investigate the effect of the LOGO programming language on the creativity development of elementary school students. LOGO was created at the MIT Artificial Intelligence Laboratory, the United States, by Seymour Papert and his colleagues in the late 1960s. Heavily influenced by a cognitive psychologist, Piaget, Papert pointed out that the school education not just failed to satisfy students curiosity, but also discouraged childrens innate intellectual curiosity. He developed LOGO from the perspective of constructivism to satisfy the childrens inborn desire. An examination of the research on LOGO indicates that research is being amply conducted overseas on LOGO and thinking ability, planning ability and programming, the cognitive effects on programming, and the effects of learning LOGO on cognitive styles. However, few are found in the domestic elementary schools. One reason is that BASIC was mainly taught as part of programming learning in the early years of computer education rather than learning for LOGO from the curriculum. 2. Creative Problem-Solving and STEAM Education

A Study on the Development of Elementary School Students' Sociality through Competitive Activities of Field-Type of New Sports.

A Study on the Development of Elementary School Students' Sociality through Competitive Activities of Field-Type of New Sports.

The effect of Korean-English storytelling on the development of elementary school students’ vocabulary ability and affective domain during English camp

The effect of Korean-English storytelling on the development of elementary school students’ vocabulary ability and affective domain during English camp

The Effect of the STEAM Program for Career Education on Career Development of Elementary School Students

The Effect of the STEAM Program for Career Education on Career Development of Elementary School Students

PEMBELAJARAN DI SEKOLAH DASAR BERBASIS PADA PERTUMBUHAN DAN PERKEMBANGAN PESERTA DIDIK

The success of teachers in carrying out the task as educators in elementary schools is not enough to rely only high spirits, but must also have sufficient knowledge about the growth and development of learners, because of good teaching should be based on the growth and development of learners, if this is done then the process more effective and efficient learning. Under these conditions, it is necessary educators to understand more deeply about it. Growth and development can not be separated, meaning that there will be no development if the child is not growing. Term growth is associated with changes in the form of biological / physical, while the developments related to the change in function biolgis / physical human being in line with its growth. In general, human growth and development and the growth and development each have specific characteristics, such as growth and development of elementary school students. Factors affecting the growth and development of learners Elementary School is Descendants (heredity) and the environment (family environment, school environment, peer groups and communities) The potential default on students is very likely to be developed through the learning process. Keywords: Growth, development, educators, elementary school students

A Study of the Development and Effect of the Both Sides of the Brain Utilized English Instruction Model for Elementary School Students

The purpose of this study was to develop the both sides of the brain utilized instruction model for elementary school students to help their balanced brain development through English lessons. The study also intended to prove the effectiveness of the instruction model. To achieve the research purposes, elementary school English textbooks were analyzed in terms of the types of brain activities, i. e. left, right, and middle brain centered, and the both sides of the brain utilized instruction model was developed based on the result of textbook analysis. Then, the model was applied to a fifth grade class for a year. The results of this study are as follows: the English textbooks include left brain centered activities the most; a both sides of the brain utilized English instruction model was developed by focusing on the balanced brain development of elementary school students; the students’overall English ability was improved and some students’ brain hemisphere preference was dramatically changed. In addition, the result of a post survey revealed that most students were satisfied with the learning experience. The results imply the need for brain balanced English instruction for elementary school students.