Early Elementary Research Articles

융합교육(STEAM)을 위한 스마트 디바이스의 적용에 대한 유아교사와 초등교사 간의 인식 및 요구 차이

융합교육(STEAM)을 위한 스마트 디바이스의 적용에 대한 유아교사와 초등교사 간의 인식 및 요구 차이

Phonological Processing Ability of Children with Speech Sound Disorders in Early Elementary School Years

ë°°ê²½ 및 ëª©ì  ë§ì†Œë¦¬ìž¥ì• ì•„ë™ê³¼ 일반 아동의 ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥ì„ ë¹„êµí•˜ê³ , ë§ì†Œë¦¬ìž¥ì• ì˜ 하위 ìœ í˜•ì— 따라 ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥ì˜ ê³¼ì œ ìˆ˜í–‰ë ¥ì„ ë¹„êµí•˜ê³ ìž 하였다. 방법 초등학교 1-3í•™ë „ ë§ì†Œë¦¬ìž¥ì• ì•„ë™ 32ëª ê³¼ 일반 아동 21ëª ì„ 대상으로 ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥ì„ 살펴보았다. 또한 ë§ì†Œë¦¬ìž¥ì• ì•„ë™ì„ ì¡°ìŒìž¥ì• , 음운지연, ìŒìš´ìž¥ì• ìœ í˜•ìœ¼ë¡œ 나누어 ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥ì„ 살펴보았다. 음운 인식 ëŠ¥ë ¥ì€ ìŒì ˆ, 음소 수준으로 나누었다. 음운단기기억 ëŠ¥ë ¥ì€ 무의미 낱말 따라말하기와 숫자 따라말하기, ìŒìš´ìž‘ì— ê¸°ì–µ ëŠ¥ë ¥ì€ 숫자 거꾸로 따라말하기를 실시하였다. ë¹ ë¥¸ 자동 이름대기 ëŠ¥ë ¥ì€ 숫자와 글자 자극을 사용하였다. ê²°ê³¼ ë§ì†Œë¦¬ìž¥ì• ì™€ 일반 아동 간에 무의미 낱말 따라말하기를 ì œì™¸í•œ ëª¨ë“ ìŒìš´ì²˜ë¦¬ê³¼ì œì—ì„œ ìœ ì˜í•œ 차이가 나타나지 않았다. ë§ì†Œë¦¬ìž¥ì• ì˜ 하위 집단 간 ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥ì„ 살펴본 ê²°ê³¼, 무의미 낱말 따라말하기는 ìŒìš´ìž¥ì• ì•„ë™ì´ ì¡°ìŒìž¥ì• ì•„ë™ì— 비해 ìˆ˜í–‰ë ¥ì´ ìœ ì˜í•˜ê²Œ 낮았으며, 숫자 거꾸로 따라말하기 ê³¼ì œëŠ” 음운지연과 ìŒìš´ìž¥ì• ì•„ë™ì´ ì¡°ìŒìž¥ì• ì•„ë™ì— 비해 ìˆ˜í–‰ë ¥ì´ ìœ ì˜í•˜ê²Œ 낮았다. 또한 숫자 ë¹ ë¥¸ 자동 이름대기 ê³¼ì œëŠ” 음운지연 아동이 ì¡°ìŒìž¥ì• ì•„ë™ì— 비해 ìˆ˜í–‰ë ¥ì´ 낮았다. ë ¼ì˜ 및 ê²°ë¡ í•™ë ¹ê¸° ë§ì†Œë¦¬ìž¥ì• ì•„ë™ì„ 단일 집단으로 일반 아동과 비교했을 때에는 ìŒìš´ì²˜ë¦¬ê³¼ì œ 중 무의미 낱말 따라말하기에서만 ìœ ì˜í•œ 차이가 나타나 ê³¼ì œì˜ ìž„ìƒì  ìœ ìš©ì„±ì„ ì‹œì‚¬í•˜ê³ ìžˆë‹¤. ë§ì†Œë¦¬ìž¥ì• í•˜ìœ„ ìœ í˜•ë³„ë¡œ ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥ì´ ìœ ì˜í•˜ê²Œ 다른 것은 ë§ì†Œë¦¬ìž¥ì• í•˜ìœ„ ìœ í˜•ë³„ë¡œ 중재의 목표와 방향을 ì„¤ì •í•´ì•¼ 함을 ê°•ì¡°í•˜ê³ ìžˆë‹¤. Keywords: ìŒìš´ì²˜ë¦¬ëŠ¥ë ¥, 음운 인식, 음운 기억, ë¹ ë¥¸ 자동 이름대기, ë§ì†Œë¦¬ìž¥ì• , 초등 ì €í•™ë „

PENGABDIAN MASYARAKAT DAN ANAK - ANAK MELALUI KKN-T MENGENAI EDUKASI PENCEGAHAN COVID-19 DI DESA DUKUH CIKUPA

<span class="ShortAbstract"><span>Tema Kuliah Kerja Nyata Tematik (KKN-T) yang penulis gunakan adalah penanggulangan dan edukasi pencegahan Covid-19 dengan sasaran program siswa PAUD, TK, sekolah dasar, s</span></span><span class="ShortAbstract"><span>ekolah </span></span><span class="ShortAbstract"><span>menengah pertama, dan s</span></span><span class="ShortAbstract"><span>ekolah </span></span><span class="ShortAbstract"><span>menengah atas serta masyarakat di lingkungan tempat tinggal mahasiswa. Penulis merancang beberapa program khusus yang berkaitan dengan tema KKN-T, dengan pertimbangan untuk tetap mematuhi protokol kesehatan yang berlaku. Program-program yang telah penulis rancang diharapkan dapat tercapainya tujuan dari tema yang telah di pilih. Tujuan program-program antara lain. 1) mengetahui kesadaran masyarakat dan anak-anak terhadap bahaya Covid-19, 2) meningkatkan literasi membaca melalui poster mengenai penanggulangan dan pencegahan Covid-19, 3) menginformasikan terkait cara pembuatan <em>face shield</em> dan cairan disinfektan kepada masyarakat, 4) menanamkan kebiasaan cuci tangan dengan benar kepada anak-anak. Metode pelaksanaan menggunakan</span></span><span> langkah sebagai berikut: identifikasi potensi dan menganalisis permasalahan di dalam masyarakat, perancangan program, penelitian pustaka untuk acuan materi yang digunakan selama pengabdian, metode observasi lapangan dilakukan untuk mengetahui lokasi dan tempat pemasangan poster, dengan mendatangi masyarakat secara langsung sekaligus untuk melaksanakan kegiatan cara pembuatan <span class="ShortAbstract"><em>face shield</em></span><span class="ShortAbstract"> dan cairan disinfektan serta menanamkan kebiasaan cuci tangan dengan benar. Berdasarkan observasi lapangan terdapat perbedaan yang mengarah pada h</span></span><span class="ShortAbstract"><span>al</span></span><span class="ShortAbstract"><span> yang lebih baik mengenai kesadaran masyarakat terhadap bahaya Covid-19, ketika sebelum dan sesudah pelaksanaan program.</span></span>

Complicating Literature Circles: Enacting Literature Discussions in an Early Elementary Classroom with an Anti-Racist Lens

Complicating Literature Circles: Enacting Literature Discussions in an Early Elementary Classroom with an Anti-Racist Lens

Supplemental Material for Math Anxiety Interferes With Learning Novel Mathematics Contents in Early Elementary School

Supplemental Material for Math Anxiety Interferes With Learning Novel Mathematics Contents in Early Elementary School

Self-regulation in Preschool and Early Elementary Classrooms: Why It Is Important and How to Promote It

This paper provides a comprehensive review of the role of self-regulation for academic achievement and behavior in the early childhood education classroom. It discusses neurocognitive processes involved in self-regulation including response inhibition, voluntary attention, and working memory. Response inhibition creates a delay in responding which makes it possible to override habitual behavior, thus providing students with an opportunity to master new skills. Voluntary attention is involved in selecting relevant information and combating distractors, while working memory is essential for maintaining internal representations that guide students’ behavior and task performance. The paper identifies classroom demands for these processes. It further discusses environmental, instructional, and behavioral interventions to foster self-regulation skills in the classroom.

Early Elementary Grade Dual Language Learners from Spanish-speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills.

This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born first and third grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs' reading comprehension. We first examined whether a gap was evident between the various conceptualizations of vocabulary and English word reading. Then, using structural equation modeling, we investigated the influence of the various conceptualizations of vocabulary on English reading comprehension, accounting for English word reading skills. Finally, we examined the potential contributions of DLLs' home language environments. Results revealed that the gap between English word reading and vocabulary varied as a function of the conceptualization of vocabulary. Further, English word reading emerged as the robust contributor to children's English reading comprehension, with no significant influence of receptive vocabulary, regardless of how it was conceptualized. Finally, and contributing to a nascent area of research, attention to DLLs' home language use practices suggests that the productive language domain (i.e., children's own home language use) may represent an important contributor to English reading comprehension among DLLs from Spanish-speaking homes. We discuss theoretical and practical implications.

Quantitativo de Matrículas da Educação Infantil na Rede Pública, no período de 2015 à 2018, no Estado do Amapá, Brasil

A Educação Infantil é a primeira etapa da educação básica, ofertada em creches e pré-escola. No Brasil, desde 2013, passou a ser obrigatória a matrícula de crianças a partir dos 04 anos de idade na pré-escola. O objetivo deste trabalho foi verificar a curva de crescimento de matrículas da Educação Infantil na rede pública de ensino, entre 2015 e 2018, no Estado do Amapá-Brasil. A pesquisa possui uma abordagem quanti-qualitativa, assim como o procedimento utilizado, foi a realização da coleta de informações no endereço eletrônico do Instituto Nacional de Pesquisas Educacionais Anísio Teixeira – INEP e do Instituto Brasileiro de Geografia e Estatística – IBGE, além de pesquisa bibliográfica. Os resultados mostraram que para o período investigado (2015-2018), houve aumento de matrículas na Educação Infantil da rede pública do Amapá, porém na modalidade de ensino especial, ofertado em creches, houve uma oscilação para o período. Conclui-se que o aumento o quantitativo de matrículas na Educação Infantil é um fator positivo, porém sozinho ainda não contempla a demanda social para este segmento. Existe a necessidade de reflexão sobre o financiamento em educação, pois quem tem a menor capacidade de arrecadação, os municípios, acabam responsabilizando-se pelos maiores custos, Educação Infantil e Ensino Fundamental anos iniciais e finais.

OneCommunity Reads: A Model for Latino Parent-Community Engagement and Its Effect on Grade-Level Reading Proficiency

The importance of establishing effective literacy/reading skills at an early age, preschool to early elementary, is well known and accepted among educators. For students whose heritage language is not English, the influential factors of cultural relevance and parent/family involvement for the acquisition of these fundamental skills are underscored. OneCommunity (OC) Reads is a literacy program focused on enhancing Latino children’s reading proficiency in a culturally sensitive manner utilizing the funds of knowledge of parents/families and community. Using a community-based, participatory evaluation/research paradigm, the impact of OC Reads was examined using both quantitative and qualitative data. Findings indicated parents/families were affected positively, resulting in increased empowerment and involvement in the schools and the community. Themes derived from the qualitative data included (a) broad empowerment, (b) increased mutual understanding and respect, (c) shared responsibility, and (d) academic and reading improvement. Strengths were noted in the areas of culturally sensitive and helpful processes, and additional activities and enhancements. OC Reads’ success in enhancing literacy/reading proficiency with its nontraditional approach of empowering parents and building on the cultural realities of the students gives further credence to the literature regarding the success of such approaches.

The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children.

In the past decade, there has been increasing interest in understanding how and when math anxiety (MA) develops. The incidence and effects of MA in primary school children, and its relations with math achievement, have been investigated. Nevertheless, only a few studies have focused on the first years of primary school, highlighting that initial signs of MA may emerge as early as 6 years of age. Nevertheless, there are some issues with measuring MA in young children. One of these is that, although several scales have been recently developed for this age group, the psychometric properties of most of these instruments have not been adequately tested. There is also no agreement in the number and identity of the factors that underlie MA at this young age. Some scales also consist of several items, which make them impractical to use in multivariate studies, which aim at the simultaneous measurement of several constructs. Finally, most scales have been developed and validated in US populations, and it is unclear if they are appropriate to be used in other countries. In order to address these issues, the current studies aimed at developing a short, new instrument to assess MA in early elementary school students, the Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS). This scale is an adapted version of the Abbreviated Math Anxiety Scale (AMAS; Hopko et al., 2003), which is one of the most commonly used scales to measure MA and has been shown to be a valid and reliable measure across a number of countries and age groups. The psychometric properties of the new scale have been investigated by taking into account its dimensionality, reliability, and validity. Moreover, the gender invariance of the scale has been verified by showing the measurement equivalence of the scale when administered to male and female pupils. We have also demonstrated the equivalence of the scale across languages (Italian and English). Overall, the findings confirmed the validity and reliability of the new scale in assessing the early signs of math anxiety and in measuring differences between genders and educational contexts. We have also shown that MA was already related to math performance, and teacher’s ratings of children’s math ability at this young age. Additionally, we have found no gender differences in MA in our samples of 6- and 7-year-old children, an important finding, given the strong evidence for gender differences in MA in older age groups.

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

ABSTRACTSelf-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set and four-level analyses to evaluate an ecological model of self-regulation development that considers student-, classroom-, and school-level factors in relation to teacher-rated self-regulation growth and outcomes across kindergarten and first grade. Analyses identified reliable associations for growth trajectories and the risk factors of being younger, male, and from a low socioeconomic status background; experiencing low student–teacher closeness and high student–teacher conflict; and attending a kindergarten class with lower levels of peer-displayed appropriate behavior. Findings signify the importance of service delivery aimed at advancing the school-based implementation of emotional and organizational supports to promote student–teacher interactions and class-wide demonstration of positive behavior.

Examining the effectiveness of early intervention to create trauma-informed school environments

Trauma-Informed Elementary Schools (TIES) is a classroom-level intervention program designed to bring trauma-informed services to early elementary. The initial results from the TIES’s pilot study were promising. The current study examined the effectiveness of the TIES program by extending the pilot evaluation with an improved study design and sample size. The quality of trauma-informed classroom interaction was measured using the CLASS (Classroom Assessment Scoring System) at the beginning of the school year and the end of the school year. Analyses compared TIES classrooms and non-TIES classrooms using all data (74 classrooms) and a subset of focused data (42 classrooms). The TIES classrooms showed significant improvements, while no significant improvements were observed in non-TIES classrooms across both datasets. Trauma-informed early intervention services are a critical prevention strategy for children who experience trauma and the settings that serve them. The current study found significant beneficial effects of TIES services for the classroom environments of young children impacted by trauma exposure. Implications for effective prevention strategies for school based early intervention programs are discussed.

A LEITURA LITERÁRIA NA EDUCAÇÃO INFANTIL E NO ENSINO FUNDAMENTAL: REFLEXÕES

Este artigo busca refletir sobre a leitura na Educação Infantil e no Ensino Fundamental, levandoem conta a responsabilidade da escola como formadora de leitores, o papel preponderante que a literaturainfantil tem nesse processo, a aproximação adequada entre a criança e o livro de literaturadesde o início da escolarização e a participação efetiva do professor como mediador dessa relação.Apoiamo-nos para a reflexão em Leahy-Dios (2004); Lajolo (1982; 2009), Debus (2006), Dionísio(2008), entre outros. Constata-se que nessas etapas da Educação Básica a literatura não se apresentacomo conteúdo explícito, mas a palavra literária se faz presença por meio das leituras literárias detextos (por vezes fragmentados nos livros didáticos), leitura de livros literários e contações de histórias.Por isso, a necessidade de aproximação entre o Pedagogo e o professor de Língua Portuguesano que diz respeito ao trabalho com o texto literário nas diferentes etapas de formação.Palavras-chave: Leitura literária. Educação infantil. Ensino fundamental.

Educação do Campo na conjuntura da pandemia: alcances, impactos e desafios

Este artigo pretende analisar questões intrínsecas à Educação do Campo do município de Ibiassucê - BA, que atende as etapas Educação Infantil e Fundamental I, no contexto da pandemia de COVID-19, uma vez que o ensino passou a ser mediado por tecnologias devido às medidas de distanciamento social. A pesquisa tem como objetivos: compreender como tem ocorrido o Ensino Remoto nas escolas do campo de Ibiassucê - BA; examinar de que forma questões históricas e sociais se desdobram dentro do contexto escolar; debater pontos do Ensino Remoto presentes no cotidiano familiar e docente que refletem no processo de ensino aprendizagem; elencar problemáticas do ensino mediado pelas tecnologias digitais na Educação do Campo. Para tanto, utilizou-se abordagem qualitativa, valendo-se de questionário para levantamento de dados, permitindo identificar as seguintes questões: o alcance ineficaz dessa forma de ensino, sendo este de acesso não democrático; os desafios que professoras/es, familiares e gestoras/es enfrentam ao tentarem conciliar a atual conjuntura com o Ensino Remoto sem suporte técnico e formação específica, impactando no alcance de aprendizagens significativas e em sua saúde física e mental; questões metodológicas que são necessárias para efetivação do processo de ensino aprendizagem; impactos que as questões sociais têm provocado nas famílias em situações vulneráveis.
 Palavras-chave: Pandemia, Covid-19, Educação do Campo, Ensino Remoto, Impactos Sociais.
 
 Rural Education in the pandemic setting: range, impacts and challenges
 ABSTRACT. This article intends to analyze issues in Rural Education in the municipality of Ibiassucê - BA, which provides the stages of Early Childhood and Elementary Education, in the context of the COVID-19 pandemic, hence learning has become technology-mediated due to social distancing measures. The research aims to understand how Remote Teaching has taken place in rural schools in Ibiassucê, to examine how historical and social problems are unfolded in the school context, to debate Remote Teaching points present in the family and in the teaching routine which reflect on the teaching-learning process and to list issues of teaching mediated by digital technologies in Rural Education. In order to fulfill these objectives, a qualitative approach was adopted, using a questionnaire for data collection, allowing to identify issues pertinent to education in the current conjuncture, such as: the inefficient range of this learning method, having non-democratic access; the challenges that teachers, families and managers face in order to get by the current circumstances with Remote Teaching, without technical support and specific education, which has an impact in the range of meaningful learning provided and their physical and mental health; methodological issues necessary to establish the teaching-learning process; impacts that social issues have on vulnerable families.
 Keywords: Pandemic Covid-19, Rural Education, Remote Education, Social Impacts.
 
 Educación de Campo en el entorno de la pandemia: alcance, impactos y desafíos
 RESUMEN. Este artículo pretende analizar temas pertinentes a la Educación Rural en Ibiassucê, atendiendo etapas de Educación Infantil y Primaria, en el contexto de la pandemia de COVID-19, ya que la enseñanza comenzó a ser mediada por tecnologías por medidas de alejamiento social. La investigación pretende: comprender cómo se ha producido la enseñanza remota en las escuelas del campo de Ibiassucê; examinar cómo se desarrollan cuestiones históricas y sociales en el contexto escolar; debatir puntos de enseñanza remota presentes en la familia y en la docencia que reflejan en el proceso de enseñanza-aprendizaje; listar problemas de enseñanza mediada por herramientas digitales en la educación rural. Cumpliendo estos propósitos se utilizó un enfoque cualitativo, utilizándose un cuestionario para recolección de datos, que permitió identificar estos aspectos: alcance ineficaz de esta forma de enseñanza, antidemocrática; los retos a los que se enfrentan docentes, familias y gestores al intentar conciliar la situación actual con la Educación Remota sin apoyo técnico y formación específica, impactando en el logro de aprendizajes significativos y en su salud física y mental; cuestiones metodológicas que son necesarias para efectuar el proceso de enseñanza; impactos que las cuestiones sociales han tenido en familias en situaciones vulnerables.
 Palabras clave: Pandemia, Covid-19, Educación Rural, Educación Remota, Impactos Sociales.

Examining Reading Growth Profiles among Children of Diverse Language Backgrounds Using Known and Unknown Approaches

Previous research examining the reading achievement of children speaking languages other than English at home has often grouped such children into one broad category at kindergarten entry—English learners (ELs). EL categorization and placement, however, can considerably underestimate the heterogeneity present among language minority children in terms of their language proficiency and needed English skills. The purpose of our study is twofold: (i) to compare the early elementary (K-3) reading growth patterns among four language background groups of children according to parents’ reported home language use and (ii) to examine the association between student family demographics and home learning environments and students’ growth trajectories. We utilized a “known group” analytic approach—multiple-group latent growth analysis, and an “unknown-group” approach—growth mixture analysis to investigate the heterogeneity in multilingual students’ reading growth trajectories. The known groups consisted of four language backgrounds based primarily on parents’ self-reported home language. Results indicated a sizable gap between LEP children and the other language background groups, albeit with the LEP group demonstrating significant greater growth during first grade than the others. The unknown-group approach identified four emergent reading profiles with different kindergarten entry skills and growth rates. We found English bilingual students were overrepresented in the medium-high and high achieving groups. Further, family socioeconomic status and home literacy practices were robust predictors of children’s reading achievement progress throughout the study, a finding diverging from the known-group approach. We discuss ways the study extends previous research examining language minority students.

Development of a Scale for Alcohol Drinking Prevention Behavior in Early Elementary School Based on Ajzen's Theory of Planned Behavior

This study aimed to develop a scale to measure variables related to alcohol drinking prevention behavior in early elementary school, based on the theory of planned behavior. A scale was developed to measure variables related to alcohol drinking prevention behavior. Initial items for direct evaluation were constructed through a literature review, and those for belief-based indirect measure were generated through interviews with 30 second- and third-grade elementary school students. The collected data from 286 third-grade elementary school students were then subjected to item analysis, exploratory and confirmative factor analysis, criterion-related validity testing, and internal consistency assessment. The final scale consisted of 35 items. Intention, attitudes, subjective norms, and perceived behavioral control explained 82.7% of the variance; behavioral beliefs, normative beliefs, and control beliefs explained 65.6% of the variance; and evaluation of outcome, motivation to comply, and power of control beliefs explained 72.8% of the variance. The confirmatory factor analysis indicated that the theoretical models had a satisfactory goodness of fit. Criterion-related validity was confirmed between the direct evaluation variables and the indirect measure variables (attitudes r=.64, p <.001; subjective norms r=.39, p <.001; perceived behavioral control r=.62, p <.001). Cronbach's a was .89 for the direct evaluation variables and .93 for the indirect measure variables. The scale developed in this study is valid and reliable. It could be used to measure and explain variables related to alcohol drinking prevention behavior in early elementary school.

키워드 네트워크 분석을 활용한 국내 유아 및 초등 STEAM 교육 연구동향 비교 분석

본 연구의 목적은 유아와 초등 STEAM 교육의 연구 동향을 비교 분석하여 유아와 초등 STEAM 교육 연구의 발전 방향을 모색하고, 두 학교급 간 STEAM 교육의 효율적 연계점을 찾기 위한 것이다. 이를 위해 2009년부터 2019년까지 발간된 국내 유아 및 초등 STEAM 교육관련 학술지와 학위논문 총 765편을 살펴보고, UCINET 6을 활용하여 키워드 네트워크 분석을 수행하였다. 연구결과 첫째, 유아 STEAM 교육 연구는 초등 STEAM 교육 연구에 상대적으로 편수는 작지만, 그 수가 지속해서 증가하고 있으며, 초등의 경우 2016년부터 그 수가 감소하는 양상을 보였다. 둘째, 키워드의 중심성을 분석한 결과 모두 10위 내의 키워드에 ‘창의성’, ‘과학’, ‘프로그램’, ‘미술’ 키워드를 포함하고 있었다. 셋째, k-코어값을 기반으로 하위집단을 분석한 결과 유아와 초등 모두 상위집단에 ‘창의성’, ‘문제해결력’, ‘프로그램’ 키워드와 과학관련 키워드, 예술 관련 키워드, 환경 관련 키워드를 포함하고 있었다. 유아와 초등교육에서 공통적으로 주요하게 다루는 키워드는 유·초 STEAM 교육 연계방안을 모색하는데 주요 키워드가 될 수 있을 것이다. 또한, 초등의 경우 ‘놀이’ 관련 연구에 주목할 필요가 있으며 유아의 경우 ‘첨단기기 및 컴퓨터’, ‘진로’, ‘공학’ 관련 연구가 이루어질 필요가 있다 본다.

The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning

PowerPoint is one of the programs that has made classrooms more colorful and attractive with its multimedia incorporation. The present research has examined the effectiveness of early elementary science modules prepared with attributes of PowerPoint show for students independent and autonomous learning. The modules were prepared for the subject of sixth-grade science, employing programmed learning principles. This experimental study has compared two groups of sixth grade; each group having N=30, at public and private schools parallelly, with a pretest, posttest control group design by introducing PowerPoint mediated modules for four weeks for one hour daily. The pre and post-test achievements were compared through the ttest. Both study groups at public and private sector schools increased their conceptual ability and performed better than the control group participants on a fifteen-item multiple choice objective type test. The study holds implications for the effectiveness of PowerPoint modules for bridging individual differences, adding learner autonomy and pace and place free independent learning, specifically, for underprivileged students.

The Knowledge of Response to Intervention (RTI) Model Among Early Elementary Levels Supervisors and Learning Disabilities Supervisors and the Obstacles to Its Applications in Kingdom of Saudi Arabia

This study aims to investigate the Response to Intervention (RTI) knowledge among Early Elementary Levels Supervisors and Learning Disabilities Supervisors in Kingdom of Saudi Arabia and the obstacles to its applications. The target population of this study consists of all learning disabilities supervisors (144) and all early Elementary Levels Supervisors (1064) in the Kingdom of Saudi Arabia according to statistics of the Ministry of Education (Ministry of Education), 1437-1438 H.The current study adopts a comparative analytical descriptive approach. Because it suited the nature of the study. After implementing the exclusion criteria in the survey, the sample group was limited to 240 Early Elementary Levels Supervisors and 91 Learning Disabilities Supervisors. The sample was randomly selected. The researcher also prepared the questionnaire as a tool for this study.The results of the study showed that the degree of knowledge of the response to intervention model among the supervisors of learning disabilities and the supervisors of the Early Elementary Levels was high. There were statistically significant differences at the level of significance (α = 0.05) between the mean scores of the knowledge level in the RTI model due to the variable (specialization, scientific qualification). The results showed that there were no statistically significant differences at the level (α = 0.05) between the mean scores of the knowledge level of the RTI according to the variable (gender, years of experience,).The study concludes with many recommendations including the importance of providing teachers of learning disabilities and early elementary levels teachers with modern approaches of measurement and diagnosis of students with learning disabilities in the field by their supervisors. Keywords: learning Disabilities, Early Elementary Levels, Response to Intervention, RTI, Early Diagnosis, Supervisors DOI : 10.7176/JEP/10-26-03 Publication date :September 30 th 2019

초등학교 저학년 학생들의 성별 및 소득수준에 따른 사회성 발달 특성

초등학교 저학년 학생들의 성별 및 소득수준에 따른 사회성 발달 특성