Elementary Children Research Articles

Exploring the feasibility of an occupational therapy after-school program among rural elementary children

ABSTRACT Programs that promote physical and social health for children after-school are needed. In this single-group pre-posttest study, we explored the feasibility of an 8-week afterschool program to promote physical activity, social participation, and well-being among rural elementary-age children. Data were collected from time-use activity clocks and self-assessed well-being to determine the amount of time in physical and social activities and to understand participants’ perceptions of their physical health and social relationships. Twenty-three children participated in the program. Results showed no significant change from the pretest to the posttest for total time spent in being active, non-active, and sleeping. Social participation time increased following participation in the after-school program and there was a main effect of time on weekday social participation, χ 2(4) = 12.888, p = .012. This occupational therapy after-school program was feasible to deliver. Additional research exploring after-school programming for outcomes of physical and social health are needed.

MyPlate Food Model and Family Grocery Shopping with Second and Third Graders are Significant Interventions for the Development of Interactive Health Literacy Skills

A school-based nutrition education intervention was implemented with second and third graders who used their functional health literacy skills of reading, writing, and speaking to learn about the MyPlate food model from the United States Department of Agriculture. The pretest-posttest intervention determined if children had ever seen the MyPlate food picture and if children participated in grocery shopping and meal making events with their family at home. Interactive health literacy accounted for the conversations that children had with their teachers about food and nutrition when learning about the MyPlate food model and when preparing three recipes over three days in the school classroom. Interactive health literacy strategies also included children’s ability to interact and learn about the MyPlate food model as a valid and reliable print and electronic material associated with meal planning. Implications and guidelines for teachers and parents are discussed for advancing the need for and understanding of functional and interactive health literacy for elementary children in the United States.

Promoting children’s achievement in mathematics using literacy strategies:

This study provides a model of a school-based, parent intervention to support parents in building children’s mathematics understanding at home. Participating parents received instruction in how to support elementary children’s mathematical homework, using literacy strategies. The researchers designed and implemented a five-week model with the goal to improve students’ mathematics performance through support that parents provided at home. The goal of the study was to investigate the effects of a literacy-focused, parent intervention on participating families’ ability to support their children’s school-based mathematical needs. Data collection included parent interviews, pre- and post-intervention, and audio recordings of parent-child work sessions in the home. This study contributes to the literature by providing a model for parents to utilize literacy skills to facilitate students’ mathematical understanding.

Young Doctors Program-Colorado: An Elective Elementary School Program to Improve Health Literacy, Utilization of the Healthcare System, and Osteopathic Awareness

AbstractThe Young Doctors Program (YDP) is a “mini medical school” series for fifth-grade elementary children. The YDP was designed and led by medical students in the Academic Medicine and Leadership Track at the Rocky Vista University College of Osteopathic Medicine in Colorado. The curriculum of the program was designed around the State of Colorado Learning Standards with the purpose of educating students about emergencies and common ailments in five body systems (cardiovascular, respiratory, gastrointestinal, musculoskeletal, and renal) while also providing exposure to healthcare as a profession. YDP provides children with insights into the healthcare system, an introduction to osteopathic medicine, and it enhances community outreach. This article provides a framework for the semester-long YDP curriculum as well as our final event which synthesizes learned information using standardized patients. We describe successes including community outreach and healthcare exposure in the elementary school, and challenges initiating connections with local schools and funding. Future goals include expanding outreach to other fifth-grade schools as well as growth to different age levels. Authors plan to pursue IRB approval for research to examine the benefits and efficacy of the YDP.

Folk games as a tool of formation of artistic and creative competence of primary school children in music classes

The article describes the features of acquiring artistic and creative competence, as a child's elementary awareness of the specifics of art forms (artistic and productive, musical, theatrical); valuable attitude to art and artistic activity, the desire to perceive folklore art. Folkloric forms of the heritage of Ukrainian culture are considered. Teaching and methodical material and practical recommendations are offered, which in music classes will be useful both to experienced teachers of preschool institutions and to those workers who are starting to work with the smallest brains. Normative documents in the field of preschool education were studied and play competence was considered as a child's ability to free, emotionally saturated, spontaneous activity on his/her own initiative, in which the possibility of applying existing and assimilating new knowledge and personal development is realized due to the child's desire to participate in the life of adults through the realization of interests in game and role-playing actions in a generalized form. The necessity of using folk games for the formation of artistic and creative competence in preschool children is substantiated. Peculiarities of knowledge of the surrounding world of preschool children and themselves in it are determined. The work proposes to create a basis for the natural formation and development of musical abilities in preschoolers through a folk game by encouraging children to play folk games. It has been emphasized that raising children is based on love and respect for Ukrainian musical folklore. The secrets of conducting music classes using folk games and working with preschoolers are recommended to teachers of primary schools, music teachers, teachers of children's vocal ensembles of extracurricular and club institutions, scientists, graduate students, students of pedagogical and art educational institutions, parents and the general public

Examining authorial agency in elementary children’s narratives

ABSTRACT This paper investigates stories written by children and aims to reveal how children resist or neutralise the social and cultural conditions in their writing. We draw on Archer’s critical realist theory of agency and structure and Stephens’ conceptualisation of agency as a relational experience that involves intersubjectivity. Looking at 8 stories written by year 5 and year 6 children, we explore how children exercise agency and challenge the sociocultural conditions. Our analysis explores children’s authorial choices about discourse (language), story (characters, action, and settings) and significance (values and worldviews) and how these choices shape the author’s agency or portray the agency of the characters. Overall, positioning against the sociocultural conditions is achieved and exercised through the child’s position as the author or through the child’s depiction of the characters and the use of ‘subject positions’ in stories. Findings suggest that agency is exercised in relation to a range of conditions including the laws of nature, normative social relations, interpersonal relationships, authoritative or passive parenting, and the socio-political context. The results shed light on narratives as spaces for children to practice agency and calls for pedagogical approaches that position children as active and capable participants of a classroom. Implications are discussed for education.

AWAKE School Intervention Program: Improving Executive Functions and Reducing Social and Emotional Difficulties in School-Aged Children

This paper reports the results from a school-based intervention for primary and elementary children evaluating the AWAKE project. The AWAKE intervention is a universal program that can be applied by teachers and is designed to improve children’s executive functions and well as their social and emotional well-being. 141 children aged from 6 to 14 from Romania and Austria were involved in the study and 50 teachers implemented the intervention. Out of the 141 children 37 of them had some learning difficulties, 25 children had a difficult social background, and 39 of them had some social and emotional problems as identified by their teachers. The intervention program lasted for 10 weeks with sessions implemented twice a week. Our results showed that children improved their working memory, inhibitory control, planning and behaviour regulation. Moreover, they showed great reduction of their emotional problems, as well as decreased behaviour problems and increased social behaviours. Future studies should investigate the potential of such activities for improving children’s academic performance, as well as the benefits of including them in the school curriculum.

Experiences of Parents as Para-Teachers to their Elementary Children

This study aimed to describe the experiences of parents as para-teachers of their child’s education at home that would serve as basis to improve the delivery of primary education instruction. The participants were the ten parents of learners enrolled in a public elementary school, utilizing exploratory case study design to explore the experiences of the parents. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. The themes were extracted using thematic content analysis. The findings were: time constraint, inattentive child, and unskillful parents are the challenges encountered by the participants; their coping mechanisms with the challenges encountered are strong partnerships are established, discipline is strongly implemented, different types of motivation are applied, initiative disposition is developed, and personal attributes are amplified; and strengthening of stakeholders’ partnership, capacitating parent’s basic instructional skills, and improving parental behavior management strategies are the insights derived from the experiences of the parents.

A longitudinal eye-movement study of text-diagram integrative processing during multimedia reading among upper elementary children

A longitudinal eye-movement study of text-diagram integrative processing during multimedia reading among upper elementary children

Understanding heritage language learning of early elementary children from Chinese immigrant backgrounds through children’s drawings

ABSTRACT The study explores how children from Chinese immigrant families create drawings in a community-based Chinese heritage language classroom. The theoretical perspectives on artifactual literacies were utilized to support the inquiry. Primary data sources included the children’s drawings. Video recordings of class conversations served as secondary data sources. Findings show that the children drew upon visual and linguistic modes to design and make their drawings to represent their understanding based on their heritage language learning. Findings also highlight the children’s bilingual identities and present that the children used the heritage language to connect to their everyday life experiences. The findings informed instructional recommendations for Chinese heritage language teachers. Suggestions included incorporating artifactual literacies into class activities for Chinese heritage language learning and calling attention to providing more educational resources and opportunities to support children from immigrant families.

Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective

BackgroundRegular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective.MethodsThis study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866).ResultsTwenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’ g = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings.ConclusionsThis study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.

Who wants to say ‘Gay?’ Public opinion about LGBT issues in the curriculum

Public schools are currently a source of major political conflict, specifically with regard to topics related to LGBT representation in the curriculum. We report on a large nationally representative survey of American households focusing on their views on what LGBT topics are and should be taught, and what LGBT-themed books should be assigned and available. We report results overall and broken down by demographic, partisan, and geographic variables. We find that Americans report that they largely do not know what topics are being taught in schools, but they do not think LGBT topics are being taught to elementary children. There is widespread opposition to teaching about LGBT topics in elementary school, with more mixed support in high school. Voters are much more opposed to LGBT-themed books being assigned to students than simply made available to them (e.g. in libraries). There are very large splits in attitudes toward LGBT topics in schools, especially along political and religious lines and across states and counties based on partisan lean. We discuss implications of these findings for education policy and urge greater understanding of Americans’ views about ‘controversial’ topics in the curriculum.

Participation Strategies of Parents of Children with Neurodevelopmental Disorders: An Exploratory Study.

Strategies are critical to promote child participation in important life activities. This study analyzed the participation strategies of the parents of children with neurodevelopmental disorders. Ninety-two Japanese elementary children with neurodevelopmental disorders and their parents were recruited. The parents completed the Participation and Environment Measure for Children and Youth (PEM-CY) questionnaire. Strategy text data obtained from the PEM-CY were analyzed with the co-occurrence network and correspondence analyses. The co-occurrence network analysis showed that the commonality of strategies to enable participation at home, school, and community settings was able to explain the child's characteristics when involved in each setting. The correspondence analysis also suggested the need for specific strategies in each setting. The importance of strategies to improve the attitudinal environment and promote the participation of children with neurodevelopmental disorders was evident. Reducing stigma is important in all environments, especially in the public sphere. In addition, specific strategies are needed in each setting, suggesting the importance of context-specific approaches.

Growth and development and trends in overweight and obesity among 7-12 years old Hmong children in China: an analysis of eight successive national surveys from 1985 to 2019.

To explore the dynamic changes and trends in the body shape of Hmong children aged 7-12 years from 1985 to 2019, and to predict them, to provide a reference for the physical health level of Hmong children. The body shape data of Hmong children aged 7-12 years old from the Chinese National Survey on Students' Constitution and Health (CNSSCH) in 1985, 1991, 1995, 2000, 2005, 2010, 2014, and 2019 were used for longitudinal comparative analysis, and the grey GM(1,1) model was established based on this as a time series. Forecast the future development trend in 2025 and 2030. 1) From 1985 to 2019, all indicators of body shape of Hmong primary school students showed an upward trend, the increase in height (F Boys = 3.91, p > 0.05; F Girls = 3.91, p > 0.05), weight (F Boys = 8.04, p < 0.01; F Girls = 6.36, p < 0.05) and BMI (F Boys = 19.15, p < 0.01; F Girls = 10.24, p < 0.01) increased with age, rate of growth: Weight > BMI > Height, girls grow faster than boys; 2) The prevalence of overweight and obesity increased year by year, from 5.2 and 1.2% in 1991 to 12.4% (χ2 linear trend = 3.89, p < 0.05) and 8.7% (χ2 linear trend = 3.98, p < 0.05) in 2014, respectively, showing a significant growth trend, especially after 2000, overweight and obesity have entered a stage of rapid growth; 3) The forecast results show that the height, weight and BMI will continue to increase in 2025 and 2030, but the growth rate will decrease, the increase of weight and BMI is greater than the height, overweight and obesity are still expected to increase rapidly. The growth and development level of Hmong elementary children continues to increase, and the prevalence of overweight and obesity is increasing year by year, requiring early prevention and intervention to promote the healthy development of physical fitness of Hmong, as well as other ethnic minority students.

A Narratology of Parents Scaffolding Children in the New Normal

This qualitative study employing a narrative research approach aimed to explore the experiences of five (5) parents from Kapalong West District of Kapalong, Davao del Norte, as they navigated the challenges of assisting their elementary school children in the new normal setting. Using a narratological approach, the study delved into the narratives of the participants to identify the causes of their difficulties and the lessons and reflections gained from their experiences. The findings revealed that the parents were involved in children’s learning prior to the pandemic and had additional responsibility to teach and assist children during the new normal. Participants described their journey in teaching their elementary children as difficult due to insufficient time and children being distracted. Notwithstanding these difficulties, parents gleaned valuable lessons in cultivating positive connections with their children and enhancing their patience. They also developed a newfound appreciation for the noble and satisfying aspects of teaching. This study emphasizes the crucial need to support parents in their evolving roles as educators, underscoring the significance of comprehending their narratives and perspectives. Such understanding is vital for enhancing educational outcomes during challenging times and can serve as a foundation for future initiatives aimed at addressing the concerns of parents navigating the multifaceted role of a teacher. Keywords: elementary students, narratology approach, parents, qualitative research, scaffolding

HEALTH AND WELL-BEING OUTCOMES OF THE OASIS INTERGENERATIONAL TUTORING PROGRAM

Abstract The Oasis Intergenerational Tutoring Program is a national program that connects older adult tutors with elementary children in Grades K-3. We are conducting an ongoing project to assess multiple health and well-being outcomes associated with this tutoring program, especially among four sub-groups: first-time tutors, male tutors, tutors who are caregivers, and tutors who report being lonely. In year one of our project, we have collected data from 329 older adults who tutored children in the 2021-2022 school year. We found that a larger proportion of tutors who felt lonely reported improvements to their health, compared to tutors who did not feel lonely. We also found that first-time tutors experienced larger increases in at least two areas of health (physical, emotional, and cognitive), compared to repeat tutors. When we asked tutors about their experience tutoring during the pandemic, major themes included a sense of purpose in life, increased social engagement, and the negotiation of risks and benefits (e.g., remote vs. in-person tutoring). An upcoming two-year follow-up study will enable us to compare our findings with the Health and Retirement Study, a nationally representative sample of older adults. Findings from this project will inform programs across the nation and policies that seek to harness the power of intergenerational bonds.

School-based intervention impacts availability of vegetables and beverages in participants' homes.

As rates of metabolic syndrome rise, children consume too few vegetables and too much added sugar. Because children tend to eat what is available at home, the home environment plays a key role in shaping dietary habits. This secondary analysis evaluated the effects of a school-based gardening, cooking, and nutrition education intervention (TX Sprouts) compared to control on the availability of vegetables, fruit juice, and sugar-sweetened beverages (SSBs) at home. In the TX Sprouts cluster-randomized trial, 16 schools were randomized to TX Sprouts (n = 8 schools) or control (n = 8 schools) for one academic year. All schools served predominately Hispanic families with low incomes. TX Sprouts built school gardens and taught 18 lessons to all 3rd-5th grade students at intervention schools. TX Sprouts also offered monthly caregiver lessons before and/or after school. Caregivers completed questionnaires pre and post, providing demographics and information about home availability of vegetables, fruit juice, and SSBs. Summary statistics were used to describe the sociodemographic characteristics of participants. Linear regression assessed the change in scores (pre to post) for the food/ beverage availability question. The model was adjusted for the caregiver's education, employment status, child's grade, and free or reduced-price lunch eligibility. The analytic sample included 895 participants. Compared to control, the intervention positively changed the home availability of targeted foods and beverages, largely by improving the availability of vegetables and vegetable juice. This study showed that a school gardening, nutrition, and cooking program delivered to elementary children may positively influence the home food environment.

Family Structure and Parents’ Educational Levels as Correlates of Lower Primary School Pupils’ Academic Achievement in Social Studies in Osun State, Nigeria

The paper investigated the educational backgrounds of parents of elementary students in Osun state, Nigeria. It aimed to analyze the connection between parents' educational attainment and the educational performance of elementary pupils in the subject of Social Studies. Additionally, the work explored the relationship between family state and the educational achievement of elementary pupils. The investigation employed a descriptive correlational survey research design. The target study comprised pupils aged 5-8 years old and their parents residing in Osun State. The sample population consisted of 300 students and 300 parents, selected through a multistage selection technique. From every selected school, twenty (20) children were chosen using a simple random selection procedure, and all parents of the chosen pupils were purposefully employed for the study, comprising 300 pupils and 300 parents who comprised the study's sample. The two research instruments were “Questionnaire on Family Structure and Parents' Educational Levels” (QFSPEL) and “Pupils' Previous Terms Results in Social Studies” (PPTRSS). The data collected were analyzed statistically using frequency, percentage, and “Pearson Product Moment Correlation (PPMC) methods” The research findings shows that the degree of lower primary school children' family structure is very high in Osun State, at 78.5%. The findings found that the level of education of lower primary school children’s parents was high in Osun State, at 58.1% in the study results, a significant and positive correlation (r = 0.885; p &lt; 0.05) between parents' educational levels and the academic achievement of lower primary school students in Social Studies within the study area. On the other hand, the study did not find a significant correlation between family settings and the educational abilities of lower elementary children of study area in Social Studies (r = 1.978; p &gt; 0.05).

When Reading Gets Ruff: Welfare Challenges and Strategies in an Elementary School Dog-Assisted Literacy Program

Abstract The co-authors of this case report have worked collaboratively for over 10 years in a dog-assisted literacy program at an elementary school. In their roles as a teacher and a dog handler, the authors are able to provide unique insights into the challenges and strategies of successfully implementing a school-wide program. This case report addresses animal and participant welfare considerations in the specific areas of recruiting and selecting dog-handler teams, preparing teachers and students, program adaptations for differing abilities, and navigating loss due to separation or retirement. While the examples and anecdotes are from elementary children in a reading program, readers interested in animal-assisted interventions (AAIs) in other settings and with different clients can also benefit as the discussion is broad and the topics relevant to many interventions. Readers are encouraged to exercise proper preparation and planning, as well as consider the various challenges discussed, as a way to facilitate the implementation of future AAIs. Information © The Authors 2023

Patterns of participation in summer programming among United States’ elementary children from low-income urban households: Results from the project SWEAT study

Food insecurity increases among marginalized children during the summer when school is out of session. Summer programming that offers access to healthy meals and snacks may reduce the risk. There is a national call in the US for more research to assure equitable access to summer programming. The objective of this prospective observational study was to characterize patterns of participation in summer programming among elementary children from low-income urban neighborhoods of metropolitan[Blinded]. Summer programming was broadly defined (e.g., church, school, recreation center, community center). Caregivers(n = 100) received weekly text messages via TextIt during the summer (Jun-Aug 2017). They were asked: “How many days this week did [ChildName] attend a summer program? Please respond with a number from 0 to 5, where 0 – no days, 2 – 2 days, etc.” Weekly counts were summed.Stepwise logistic and linear regression models were conducted to examine differences in patterns of attendance according to key sociodemographic characteristics. Mean age was 7.03 ± 0.23. 52 % identified as female, 70 % were low-income, and 80.0 % identified as Black. 51 % attended summer programming at least once; 49 % never attended. Those who attended at least once vs. not at all were more likely to be male(p < 0.01); 62.75 % males vs. 37.25 % females attended summer programming at least once, whereas 67.35 % females compared to 32.65 % males never attended.Overall mean attendance was 10.40 ± 1.43 days(out of 50). Mean + SE attendance was lower for females (7.52 + 1.76) vs. males (13.52 + 2.21)(p < 0.05), and non-Black (4.30 + 1.97) vs. Black (11.93 + 1.67)(p = 0.01) children. Future research is needed to understand barriers to participation in summer programming.