Elementary School Children Research Articles

Program Kerja Rumah Pintar dalam Mengembangkan Literasi Budaya Anak Usia Sekolah Dasar di Yayasan Fajar Sejahtera Indonesia (YAFSI) Kelurahan Amplas

This research was conducted at the Smart House of the Fajar Sejahtera Indonesia Foundation (YAFSI) in Amplas Village. The study aimed to determine the efforts of volunteers in developing cultural literacy programs at the Smart House of the Fajar Sejahtera Indonesia Foundation (YAFSI) in Amplas Village, to identify the factors causing the low implementation of the Smart House's work program in developing cultural literacy for elementary school children at the Fajar Sejahtera Indonesia Foundation (YAFSI) in Amplas Village, and to assess the impact and benefits of the Smart House program on children and the community. In conducting this research, the researcher chose qualitative research with a descriptive approach. To obtain data, the researcher used interview, observation, and documentation techniques. Triangulation of sources technique was employed to test the validity of the data. The results of this study showed that: 1). The efforts of volunteers in developing cultural literacy work programs have been well-implemented, such as providing understanding and strengthening of cultural literacy, the availability of adequate literacy facilities, and collaboration with other organizational institutions. 2). There are several factors that cause the low implementation of the work program, including the lack of awareness or concern among children about information development related to cultural literacy, limited facilities such as reading materials, mutual understanding, and low interest and motivation among children. Therefore, the presence of the Smart House program aims to direct children to continue developing various literacy activities, especially cultural literacy. Given this, the YAFSI Smart House volunteers have introduced various positive and creative work programs to advance cultural literacy development, such as traditional dance activities, storytelling, singing, reading, and more. 3). The impact and benefits provided by the YAFSI Smart House program include children becoming character-based peer educators, having high literacy attitudes, and implementing various activities reflecting cultural literacy development. The impact and benefits for the community include the ability to transform the community to advance in building businesses and entrepreneurship based on local potential.

Effectiveness of School Violence Prevention Programs in Elementary Schools in the United States: A Systematic Review

School violence remains a major concern for scholars, policymakers, and the public in the United States. Despite the implementation of various school violence prevention programs, information regarding their effectiveness in the United States is outdated and limited. This systematic review identified current elementary school programs that effectively reduce school violence in the United States and determined the types of elementary school violence prevention programs implemented, their effectiveness, and the types of tools used to enhance such programs. A qualitative methodological approach was employed, and four databases were searched. English articles published between 2012 and 2023 were selected. Furthermore, data involving elementary school education, school personnel, teachers, and children (5–12-year-old) in the United States were included in the thematic analysis. Results confirmed that the school-wide Positive Behavior Interventions and Supports program effectively decreases violence, suspensions, office referrals, and disruptive behaviors, whereas positive action effectively reduces negative violent behaviors. Social–emotional learning (SEL) implementation also reduced behavioral issues. The findings of this study are relevant for guiding teachers, school administrators, policymakers, teacher education preparation programs, and health professionals in constructing evidence-based violence prevention programs with an added SEL component for elementary schools.

Effective Strategies in Developing Critical Thinking Skills in Elementary School Age Children

This study aims to identify and evaluate effective strategies in developing critical thinking skills in elementary school-age children through a literature review method. Taking into account the complexity of cognitive development at this stage, this study investigates various learning strategies that are suitable for the characteristics of elementary school-age children. Through in-depth analysis of relevant literature, this study identifies that the use of stories or fairy tales, problem-based approaches, and social interaction are effective strategies in developing critical thinking skills in elementary school-age children. Stories and fairy tales can stimulate children's imagination and reflection, while the problem-based approach encourages them to identify and solve problems critically. Social interactions, such as group discussions and teamwork, also help expand children's perspectives and hone their critical thinking skills. This study provides insights into the importance of developing critical thinking skills in elementary school-age children and offers practical guidance for educators and policymakers in designing effective learning strategies.

COVID-19 Stay-at-home mandates impacts daily ambulatory bout intensity and duration in elementary school-aged children: A wearable sensor based analysis

IntroductionSARS COVID-19 pandemic resulted in major changes to how daily life was conducted. Health officials instituted policies to decelerate the spread of the virus, resulting in changes in physical activity patterns of school-aged children. The aim of this study was to utilize a wearable activity monitor to assess ambulatory activity in elementary-school aged children in their home environment during a COVID-19 Stay-at-Home mandate. MethodsThis institutional review board approved research study was performed between April 3rd – May 1st of 2020 during which health officials issued several stay-at-home (shelter-in-place) orders. Participant recruitment was conducted using a convenience sample of 38 typically developing children. Participants wore a StepWatch Activity Monitor for one week and data were downloaded and analyzed to assess global ambulatory activity measures along with ambulatory bout intensity/duration. For comparison purposes, SAM data collected before the pandemic, of a group of 27 age-matched children from the same region of the United States, was included. Statistical analyses were performed comparing SAM variables between children abiding by a stay-at-home mandate (Stay-at-Home) versus the Historical cohort (alpha=0.05). ResultsStay-at-Home cohort took on average 3737 fewer daily total steps compared to the Historical cohort (p<0.001). Daily Total Ambulatory Time (TAT), across all days was significantly lower in the Stay-at-Home cohort compared to the Historical cohort (mean difference: 81.9 minutes, p=0.001). The Stay-at-Home cohort spent a significantly higher percentage of TAT in Easy intensity ambulatory activity (mean difference: 2%, p<0.001) and therefore a significantly lower percentage of TAT in Moderate+ intensity (mean difference: 2%, p<0.001). ConclusionsThe stay-at-home mandates resulted in lower PA levels in elementary school-aged children, beyond global measures to also bout intensity/duration. It appears that in-person school is a major contributor to achieving higher levels of PA and our study provides additional data for policymakers to consider for future decisions.

The interplay between I and We intentionality

We and I intentionality appear to be two distinct forms of human intentionality, as one cannot be explained in terms of the other. We-intentionality is part of the psychological infrastructure at the basis of human cooperative behavior, while I-intentionality is potentially more related to competitive relationships with conspecifics. Our work tries to empirically address the relationship between these two forms of human intentionality as exhibited during the early stages of human development. The experimental setting consisted of four different games, two competitive and two cooperative. We focused our experiment on three age groups and schooling: Early Elementary School Children (mean = 5 years 6 months; σ = 4.2 months), Late Elementary School Children (mean = 9 years 4 months; σ = 7.5 months), and Adult University students (mean = 21 years; σ = 11 months). The key aspect of the investigation was that only one participant was informed of the game, rules, and reward. The second participant came to the set uninformed. It was the first participant's decision whether and how to engage the latter in the game. We were especially interested in the communicative behaviors: when and how the informed participant would share his or her information. We observed that the Adult University Informed participants shared their information with the Adult University Uninformed participants, while this almost never happened in Early Elementary School Children. Late Elementary School Children presented a split halfway between keeping and sharing the information. The results seem to support the hypothesis of a developmental relationship between the two forms of intentions. They also suggest that the two forms of intentionality are complementary. Each plays a specific role in human relationships with social and physical environments: the We-intentionality would establish the common ground within which the I-intentionality would manifest itself.

The Relationship Between Physical Activity and Nutritional Status Based on Body Mass Index for Age Percentiles in Elementary School Children in Ciherang Village

The Relationship Between Physical Activity and Nutritional Status Based on Body Mass Index for Age Percentiles in Elementary School Children in Ciherang Village

Problematic usage of the internet among Hungarian elementary school children: a cross-sectional study

IntroductionProblematic usage of the internet (PUI) is perhaps one of the most frequently studied phenomena of the 21st century receiving increasing attention in both scientific literature and the media. Despite intensive research there have been relatively few meaningful studies among elementary school students in Hungary and worldwide, who may be considered as a high-risk population with regard to problematic internet use. The aim of our study was to carry out a complex research focusing on the prevalence and risk factors of PUI among elementary school children aged 10–15 years (Grade 5–8).MethodsDemographics included were gender, age, place of stay, type of residence, family type, parental education, start of internet use, used devices, daily internet use, purpose of internet use, internet accounts, ways of keeping in touch with friends and sporting activities. PUI was evaluated using the paper-based version of the Potentially Problematic Use of the Internet Questionnaire.ResultsOverall, 2000 paper-based questionnaires were successfully delivered and the final analysis included 1168 responses (overall response rate 58.4%). Mean age was 12.55 ± 1.24 years. Female gender (OR = 2.760, p = 0,006, CI 95% 0.065 to 0.384), younger age (11–12 years) (OR = 3.812, p < 0.001, 95% CI: 1.747–4.731), early exposure to the internet (OR = 3.466, p = 0.001, 95% CI 1.535–5.446), living in a small village (OR = 1.081, p = 0.002, 95% CI 1.041–1.186) urgency to answer online (OR = 4.677, p < 0.001, 95% CI: 2.714–6.639), decreased frequency of personal contact with friends (OR = 2.897, p = 0.004, 95% CI: 1.037–1.681), spending more than 6 h online (OR = 12.913, p < 0.001, 95% CI: 10.798–14.892), morning and nighttime internet use (OR = 3.846, p < 0.001, CI 95% 1.886–5.810) and never doing any sports (OR = 2.016, p = 0.044, 95% CI: 1.050–3.354) were independently associated with problematic internet use.ConclusionsBased on the results of our questionnaire survey more than 10% seemed to be problematic users in our study population, which is a relatively high rate. Early exposure to the internet as well as younger age were strongly related to this phenomenon. Duration of being online as well as daily time interval of internet use are important predisposing factors. Scarcely studied social factors such as being online at the expense of personal relationships and the lack of physical activity should be payed more attention to prevent the development of PUI.

APRD: action partnership research design: reimagining the role of the user in library and information science research

PurposeResponding to the continuing separation of participants and researchers in LIS participatory research, a new methodology is proposed: action partnership research design (APRD). It is asserted that APRD can mitigate or remove the hierarchical structures often inherent in the research process, thus allowing for equal contribution from all.Design/methodology/approachBuilding on the bonded design (BD) methodology and informed by a scoping literature review conducted by the same authors, APRD is a human-centered research approach with the goal of empowering and valuing community partnerships. APRD originates from research investigating the use of participatory design methods to foster collaboration between two potentially disparate groups, firstly with adult researchers/designers and elementary school children, and secondly with university faculty and IT professionals.FindingsTo achieve this goal, in addition to BD techniques, APRD draws inspiration from elements of indigenous and decolonization research methodologies, particularly those with an emphasis on destabilizing power hierarchies and involving research participants as full partners.Originality/value APRD, which emerged from findings from previous participatory design studies, especially those of BD, is based on the premise of partnership, recognizing that each member of a design team, whether researcher or participant/user, has unique expertise to contribute. By considering participants/users as full research partners, APRD aims to flatten the hierarchies exhibited in some LIS participatory research methodologies, where participants are treated more like research subjects than partners.

Mapping the well-being of Norwegian mothers during the COVID-19 pandemic.

The COVID-19 pandemic had negative effects on many people's well-being and quality of life. In the present work, we focused on Norwegian mothers with elementary school children, and investigated whether their well-being, stress, and worries (and the relationships between them) changed across the early months of the pandemic. We collected data at two time points in 2020. In June 2020, 231 mothers (mean age = 40.09, SD = 6.22) responded to an online questionnaire in which they were asked to indicate their well-being, stress, and worries before the pandemic, during the lockdown (i.e., March 2020), and currently (i.e., June 2020). Of these 231 mothers, 97 (mean age = 40.58, SD = 5.66) answered the same questionnaire again in November 2020. Mothers' well-being was lower in November 2020 than before the pandemic (retrospectively reported). The age of the youngest child showed the strongest and most consistent relationship with mothers' well-being across all time points. In addition, we found that the stress mothers felt during the national lockdown in March 2020 was strongly associated with their well-being both during the lockdown and in June 2020. Finally, in November 2020, mothers' financial pandemic-related worries were negatively related to their well-being. Implications and suggestions for future research and for how societies can cope with future health-related crises are discussed.

Edukasi Pengelolaan Sampah Organik Dan Anorganik Bagi Masyarakat Dan Anak Sekolah Dasar Di Desa Buruan

Community Service is a form of activity with research content that places students outside the campus and invites students to think critically so that they can help develop potential in the community with the help of lecturers in solving solutions. Buruan Village, located in Tabanan-Bali Regency, has classic problems in the management of inorganic and organic waste. A waste management system that utilizes vacant land is an option because of the unavailability of waste management methods. The dedication carried out then made a program carried out in Buruan Village in the form of making biopores, recycling plastic or inorganic waste into crafts that are of selling value, and the introduction of the Waste Bank for the community is a form of education to the community in Buruan Village and also for elementary school children to improve students' knowledge and skills in managing plastic waste into source-based waste. Keywords: organic and inorganic waste; waste bank; waste recycling

Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

AbstractThere is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children’s grammar understanding, satisfaction, persistence, and confidence compared to a digital textbook. A total of 119 Japanese first- and second-graders participated in the study. They were randomly divided into groups studying English using “digital books” or “applications” over five days. Pre- and post-intervention tests and questionnaires were used to measure their understanding of the study content, satisfaction, persistence, and confidence in English. Application-based learning was more effective than digital books in terms of grammar comprehension and was significantly better for satisfaction and persistence. The results suggested the use of specific criteria for selecting multimedia learning materials, including a high degree of learner control, autonomy to manipulate the learning environment, feedback on learning activities, and guaranteed interactions with the learning materials.

The Effectiveness of Repeated Reading and Supported Cloze Procedure to Improve Beginning Reading Skills in Elementary School Slow Learner Students

Literacy plays a very important role in the academic performance and overall development of elementary school students. However, many elementary school age children experience problems in reading, including fluency, accuracy and reading comprehension. This affects the learning process and causes poor academic results. The initial reading ability of 4th grade elementary school slow learner students at MI Salafiyah Mahbubiyah still has not received special treatment to improve their reading ability. Improving initial reading skills in slow learner students must be done in the right way, one of which is repeated reading and supported cloze procedures. To overcome this problem, the intervention was carried out using the repeated reading method and supported cloze procedure. The aim of this research is to see the effectiveness of repeated reading and supported cloze procedures to improve the beginning reading abilities of slow learner students in grade 4 of elementary school. This intervention aims to improve early reading skills in elementary school children who experience slow learning. This research uses a single case experimental design, where the subjects are 4th grade elementary school students. The development of the subject's reading ability was measured using Gickling and Armstrong's checklist, namely Reading Proficiency and Error Checklists. The results of the research show that there is a difference after being given the repeated reading and supported cloze procedure technique and before being given the repeated reading and supported cloze procedure on the subject. This means that (Ha) is accepted and (Ho) is rejected. So, it can be concluded that the repeated reading and supported cloze procedure is effective in improving the initial reading skills of slow learner students in grade 4 of elementary school.

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

The digitalization has revolutionized the education sector by integrating technology and bringing about significant changes. Computational Thinking (CT), an indispensable skill for the 21st century, has now become an integral part of school curricula in several countries worldwide. Focused on enhancing CT skills, programming education, especially through Scratch, Scratch simplifies programming concepts, making it suitable for elementary school children aged 7 to 11 years. Aligned with Piaget's concrete operational stage, emphasizing organized and rational thinking. Hence, this study aims to delve deeper into how Scratch programming education can meet the cognitive developmental needs of children in this phase. The research methodology used is a literature review, employing data from textbooks, journals, scholarly articles, and literature reviews that contain concepts central to the research focus. The data analysis involves collecting relevant research findings, organizing, and systematically recording information. The results indicate that Scratch not only provides a platform for learning programming but also supports the development of concrete operational cognitive skills taught in Piaget's theory. Through creativity in designing Scratch projects, children can apply and strengthen their understanding of concepts such as seriation, classification, reversibility, conservation, and the elimination of egocentrism. But, it's essential to consider an approach tailored to the developmental characteristics of children when designing programming education at the elementary level. This study is expected to provide concise guidance for educators and policymakers in formulating programming education that optimally fosters cognitive development in elementary school children.

Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory

Math difficulties (MDs) occur in about 3–7 % of children and have been associated with academic, health, and occupational challenges. To date, findings about the role of working memory in MDs have been conflicting. The Automated Working Memory Assessment Battery (AWMA), which assesses all components of Baddeley and Hitch's model of working memory, was used to investigate which component of the model was most related to math calculation skills in elementary-school children. Participants were 94 (52 male) children (M age = 9 years 1 month; Range = 6 years 0 months to 11 years 8 months). As hypothesized, math calculation scores were correlated with all four working memory components (phonological loop, visuospatial sketchpad, verbal and visuospatial central executive). After accounting for age, phonological processing, and attention, the visuospatial sketchpad was the only memory component that contributed to the prediction of math calculation scores, explaining an additional 10.2 % of unique variance. Short-term visuospatial memory should be assessed in children having difficulty with math and children could benefit from interventions that include attention to the development of both visuospatial memory and math calculation skills. This study did not use a longitudinal design and so we cannot conclude that weak visuospatial memory impedes the development of math calculation skills. Future research should use longitudinal designs and investigate other types of math skills.

Cyber-physical metaverse learning in cultural sustainable education

PurposeEducation for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.Design/methodology/approachIn this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.FindingsThe study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.Research limitations/implicationsThis is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.Originality/valueThis study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

The Association of Sagittal Spinal Posture among Elementary School Pupils with Sex and Grade.

The objective of this research was to analyze and elucidate the sagittal spinal posture status in older elementary school children, considering their gender and grade differences. The study involved 484 school children (252 males and 232 females) from grades V to VIII, assessed for sagittal spinal posture using the Formetric 4D System. The analysis, employing the Chi-squared test of independence along with the Z-test, did not reveal significant grade-related differences (p < 0.52) in the incidence of normal sagittal alignment or diagnosed outliers. However, within grade levels, no significant difference was observed for male participants (p < 0.80), while a significant difference was identified for females (p < 0.01). Examining gender differences across grades, a disparity was noted only among seventh graders concerning normal spine alignment and outlier existence (p < 0.01), favoring male participants. Regardless of the grade, a significant gender difference emerged in the location of diagnosed outliers: kyphosis (M = 108 vs. F = 72), lordosis (M = 5 vs. F = 14), kypholordosis (M = 18 vs. F = 66), and flatback outlier of the lumbar spine (M = 27 vs. F = 11). These findings suggest potential adjustments to the curriculum and highlight the need to tailor physical education instruction based on this study's outcomes. Consequently, these results imply the importance of a differentiated approach in preventing sagittal plane outliers of the spine in adolescent children.

Family and developmental correlates of adolescent involvement in decision making about screen use

ObjectiveAssess how child involvement in making rules about screen time relates to age, child prosocial functioning, and amount of screen use. MethodsNORC’s AmeriSpeak Panel was used to recruit a nationally representative sample of parents or guardians of school-aged children (age 5–17) in the United States (n = 2084). Parents completed survey that included measures of screen time, child involvement in rule making about screen use, family functioning, and dimensions of child psychosocial functioning. ResultsAcross all age categories, most families had some form of rules about the allowable amount of screen-based digital media for uses other than schoolwork: 86% of elementary school-aged children (ages 5 to 10), 81% of middle school-aged children (ages 11–13), and 61% of high school aged children (ages 14–17). Across all age groups, having rules was associated with fewer hours of screen time (elementary school: B = -1.31, 95% CI = -1.80 to −0.81, p < 0.001; middle school: B = -1.40, 95% CI = -2.20 to −0.59, p < 0.001; high school: B = -0.97, 95% CI = -1.68 to −0.27, p = 0.007). Child involvement in making rules was significantly greater for high school students as compared to elementary school students (ß=0.12, p < 0.001), and not associated with high school- or middle-school aged child screen time. Across all age groups, child involvement in making rules was associated with higher levels of prosocial functioning (elementary school: ß=0.07, p < 0.001; middle school: ß=0.19, p = 0.001; high school: ß=0.21, p < 0.001). ConclusionsChild involvement in making rules about screen use may be an opportunity to strengthen developmentally important competencies, as part of a broader autonomy-supportive approach to parenting.

Physical Education Teachers' Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers

Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated to think in a higher order. Higher-order thinking skills (HOTS) can help students think critically and creatively, solve problems and find solutions. Therefore, physical education teachers must participate in stimulating students' HOTS. This research aims to determine differences in physical education teachers' attitudes (certified and non-certified) based on gender, age and length of service toward HOTS stimulation in students. The method used in this research is comparative. The research sample consisted of certified and non-certified physical education teachers who taught in elementary schools in West Sumatra province, Indonesia, with 105 people (male = 77 and female = 28) aged 23-59 years. They were selected using accidental sampling. The instrument to measure stimulating higher-order thinking skills uses a Likert scale questionnaire consisting of 16 items. Data analysis was carried out using the Mann-Whitney U Test and Kruskal-Wallis H. The results of the study showed that differences in the attitudes of certified and non-certified teachers obtained a p-value &lt; .05, while comparisons based on gender, age and work experience had a p-value&gt; .05. So it can be concluded that the attitudes of certified and non-certified teachers towards HOTS stimulation are significantly different, while based on gender, age and length of service their attitudes towards HOTS stimulation are not significantly different. Keywords: Stimulating higher-order thinking Skills, HOTS, 21st-century learning, physical education

Pengaruh Penggunaan Metode Jarimatika Terhadap Literasi Numerasi Melalui Program Kampus Mengajar Batch 5 di Sekolah Dasar

Improving numeracy literacy is the national agenda of the Indonesian Nation in the educational aspect. This is motivated by the results of the PISA research in 2018, which explained that the numeracy literacy of Indonesian people is still relatively low. The Jari Matika method is an alternative solution that can be used to solve this problem because it is simple and easy to apply to elementary school-aged children. This research itself aims to determine the effect of using the Jari Matika method on the numeracy literacy of students at SD Negeri 5 Mindahan through the Kampus Mengajar Batch 5. The research method used is quantitative with an experimental approach. The average score of students before being given treatment was 27.89, while the average score after students were given treatment was 70.26. From the results of the t-test analysis, it can be seen that the sig. (2-tailed) value of 0.000&lt;0.05. Through these results, it can be concluded that there is an enhancement in students’ numeracy literacy before and after being given treatment, which in the research is the use of the Jari Matika method.

Stress Coping in Mothers Who Accompany Elementary School Children to Learn From Home During the Covid-19 Pandemic

Stress Coping in Mothers Who Accompany Elementary School Children to Learn From Home During the Covid-19 Pandemic