Elementary School Children Research Articles

The Importance of Including Psychophysiological Methods in Psychotherapy.

This paper describes characteristics of sophisticated use of psychophysiological therapy procedures and describes a scoping review of evidence that adding psychophysiological procedures to psychotherapy improves outcome. It also reviews literature describing comparisons between psychophysiological procedures and various CBT and other verbal psychotherapy procedures when used as monotherapies. Some details of progressive muscle relaxation, autogenic training, and biofeedback are described that often are omitted in standard clinical training, including the method of diminishing tensions and differential relaxation training in progressive muscle relaxation, use of autogenic discharges and hypnotic instructions in autogenic training, and resonance frequency training in heart rate variability biofeedback and slow breathing. Although these details are often also missing in outcome studies, tentative conclusions can still be drawn from the empirical literature. As a monotherapy, psychophysiological methods are generally as powerful as verbal psychotherapies, although combining them with psychotherapy yields a larger effect than either approach alone. Psychophysiological methods have their strongest effects on anxiety and depression, with weaker effects for panic and PTSD, particularly when compared with exposure therapy, although the latter comparisons were restricted to relaxation training as a psychophysiological approach. Effects of psychophysiological interventions are weaker among elementary school children than among adults and adolescents. The results suggest that psychophysiological methods should be used along with other psychotherapeutic interventions for greatest effect.

Contribution Of Parental And Teachers' Guidance Towards Independent Behavior Of Elementary School Children

The contribution of parental and teacher guidance to the independent behavior of elementary school children needs to be considered carefully. Although this guidance plays an important role in child development, overprotective attitudes, lack of consistency, and the influence of the social and technological environment can hinder children's independence. This study uses the library research method. The data collection technique in this study was carried out through documentation review or document review. To ensure the validity of the data in this study, the source triangulation technique was used. The results of the study showed that 1). The Role of Parents in Shaping the Independence of Elementary School Children is to play an important role in shaping children's independence, with democratic parenting patterns proven to be more effective in encouraging independence than authoritarian or permissive parenting patterns. 2). The Role of Teachers in Developing the Independence of Elementary School Children is to develop student independence through a teaching approach that encourages responsibility and active participation. By giving individual and group assignments, and involving students in projects and class discussions, teachers help students learn independently. 3). Collaboration of Parents and Teachers in Developing Independence of Elementary School Children is that parents and teachers play an important role in supporting the development of independence of elementary school children. Open communication and good cooperation between the two parties ensure that children receive consistent guidance, both at home and at school.

Strategies to increase physical activity in elementary school children in the digital age to support a healthy lifestyle

Strategies to increase physical activity in elementary school children in the digital age to support a healthy lifestyle

Membangun karakter anak sejak dini melalui program Tetirah Bimasakti

Elementary school children have the potential to develop positively with the support of their social environment. The more positive experiences presented in a child's daily life, the more likely they are to grow into well-adjusted individuals. The aim of this research is to evaluate the effectiveness of the Program Tetirah Bimasakti in reducing challenging behaviors in elementary school children. This study utilized a quasi-experimental, one-group pretest-posttest design. Participants included six children enrolled in the Program Tetirah Bimasakti, selected through purposive sampling. The research instrument employed was the Indonesian version of the Strengths and Difficulties Questionnaire (SDQ) for children. Data analysis was conducted using the paired sample t-test. The results indicated a decrease in the participants' difficulty scores; however, there was no significant change in their prosocial scores. This suggests that while the Program Tetirah Bimasakti was effective in reducing difficult behaviors, it was insufficient for fostering prosocial behavior. Consequently, this study implies that relevant institutions should develop structured modules for activity programs that can be tailored to specific and targeted competencies.

Coregulation between parents and elementary school-aged children in response to challenge and in association with child outcomes: A systematic review.

Parent-child coregulation, the active dyadic adaptation of biological states, behaviors, and emotions, is an important developmental process. Especially in challenging situations, children need coregulatory support from their parents, which supports the formation of their self-regulation skills. While research has established that coregulation occurs in various contexts across the developmental period, less is known about what constitutes coregulation in terms of child adjustment and the contextual factors that affect coregulation. This systematic review examined what constitutes parent-child coregulation in response to an experimentally induced challenge and in association with child socioemotional outcomes. Systematic searches were conducted in Web of Science, APA PsycInfo, and PubMed, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Fourteen full-text, peer-reviewed, empirical journal articles that were available in English were included. Children were between the ages of 3 and 12 (Mage = 5.37 years, 44%-100% male, 6.3%-90% White). Findings indicate that behavioral and emotional coregulation in response to challenge is positively associated with better child self-regulation. Coregulation associated with positive child outcomes seems to be characterized by high flexibility and dyadic synchrony in mutually responsive and engaged states. Findings regarding physiological coregulation suggest that high levels of physiological synchrony can be maladaptive for child outcomes in the presence of risk (e.g., poverty, maltreatment). In addition, this review highlighted the current ambiguity surrounding the diverse terminologies and concepts used to measure coregulation. The findings of this review reveal a significant link between parent-child coregulation and child socioemotional outcomes, while supporting the idea that contextual factors need to be considered to understand its significance. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Differentiated National Education: Impact on Elementary Students' Nationalistic Insight

The lack of nationalistic insight among elementary school students served as the driving force for this study. This led to the creation of a differentiated nationalistic education learning model based on social and emotional learning that needed to be tested for effectiveness. This study sought to ascertain how elementary school children's nationalistic insight was impacted by a differentiated national education learning model based on social and emotional learning. Two hundred elementary school pupils participated in this quasi-experimental study. Test questions were used to examine nationalistic insight. The Jamovi application was used to examine the measurement findings using an independent sample for the t-test. According to the findings, students who participated in differentiated nationalistic education based on social and emotional learning and those who attended conventional nationalistic education differed significantly in their nationalistic understanding. This finding demonstrated the impact of a differentiated national education learning model based on social and emotional learning on primary school students' nationalistic insight. Elementary school teachers should use this research's implications as a guide to help students develop a nationalistic insight

The role of the school environment in the development of fine motor skills of elementary school students

This study examines how the school environment affects elementary school children’s fine motor skills. Through direct observation and interviews, it was found that a well-designed school environment involving the whole school community (teachers, parents, students) is essential for developing children’s fine motor skills. Collaboration with physiotherapists has also been proven effective in improving children’s motor skills through specialized exercises.

Assessment of basic locomotor movement skills of elementary school students using TGMD-2

Introduction. Basic movement is the foundation of human behavior and helps young children to learn new skills in other areas. A child can actively move and exercise if they have basic movement skills. Therefore, it is necessary to identify the real condition of children’s movement skills, especially lower grade elementary school children. This can be used as a reference to prevent undesirable outcomes, such as the onset of obesity in children. Method. This study is a Pre-experimental design conducted to assess basic movement abilities in learning activities of eight locomotor movements, namely walking, running, hopping, jumping, galloping, sliding, skipping, and leaping by means of observation through motion observation instruments using the Gross Motor Development 2 (TGMD-2) Test approach.The subjects of this study were 42 students from Pilahan public elementary school, including 14 students from grade 1, 14 from grade 2, and 14 from grade 3. Results. The research found that among the 42 lower grade students of Pilahan State Elementary School, 12 students scored below average, 14 students scored moderately, and 16 students scored above average. Conclusion. Thus, it is expected that this data can be used as a basis for evaluating students who have not scored above average. This data is also expected to serve as a reference for further research on the issue of lower grade elementary school students with below-average basic movement skills.

A brief research report on the efficacy of a RAN training in elementary school age children

Numerous studies could prove that children with reading disorders show RAN deficits and that RAN is especially strongly connected to the automatization of word recognition. In contrast intervention studies so far have provided little convincing evidence for the trainability of RAN or even a transfer effect on reading competence. The aim of this study is therefore to evaluate the efficacy of an adaptive, software-based RAN-training in a group of 57 children aged 9.3 years (SD 1.10 years) with a RAN-Deficit and/or difficulties with word-reading-speed and to determine if there is a transfer effect to reading speed of words and pseudowords as well as to reading comprehension on the word-, sentence and text level. The software-based training of RAN letters, numbers and colors is an intervention over 18 training days. Children were encouraged to name visually presented items in a serial format as fast as a red rectangle jumping from item to item. The speed of the red rectangle was successively increased with each successful training session. Univariate ANOVAs with repeated measures showed that children had a significantly higher naming speed for letters and numbers both immediately after completion of the intervention and in the follow-up measures. A transfer of the training effect to reading speed for words, reading comprehension on the word- and sentence-level, but not to reading speed for pseudowords and text comprehension, could be demonstrated. Due to the missing of a control-group comparison, it remains to be proven in subsequent research whether this effect is a maturation-related change or a training effect.

Screening and Education of Intestinal Protozoa Infection in Elementary School-Age Children, Penjaringan District, North Jakarta

Screening and Education of Intestinal Protozoa Infection in Elementary School-Age Children, Penjaringan District, North Jakarta

Supplemental Material for Coregulation Between Parents and Elementary School-Aged Children in Response to Challenge and in Association With Child Outcomes: A Systematic Review

Supplemental Material for Coregulation Between Parents and Elementary School-Aged Children in Response to Challenge and in Association With Child Outcomes: A Systematic Review

Effect of Hand Washing with Soap Education Using Puzzle Media on Hand Washing with Soap Behavior in Elementary School Age Children

Clean and healthy living behavior by washing hands is an important effort to minimize the emergence of disease. However, many people, including children, do not know how to properly maintain hand hygiene. The aim of the research was to determine the effect of hand washing with soap education using puzzle media on the hand washing behavior with soap of elementary school aged children. The research used a pre-experimental design with a One Group Pretest-Posttest Design approach. The sample consisted of 56 students as the intervention group. Data analysis used the Wilcoxon Signed Ranks Test. The use of puzzle media has been proven to have an influence with a significance value of 0.000 < 0.005 on behavior in the domain of knowledge, attitudes and actions in elementary school age children. Teachers, health workers and the general public can provide education through puzzle media to children because it is interesting, easy to understand and affordable. INDEX TERMS : Education, Elementary School Age Children, Hand Washing with Soap, Puzzle

The Effect of Brushing Teeth on the Debris Index in Elementary School Children

The average debris index in grade II students of SDN 225 Gresik is included in the bad category. The poor level of debris index for grade II students of SDN 225 Gresik is caused by several factors, including the way they brush their teeth. Debris is food debris that sticks to teeth and gingivas. Brushing your teeth is one of the easiest and cheapest preventive efforts to prevent tooth decay. Good brushing skills can also affect dental and oral hygiene and health, including in reducing food debris, plaque, and other dental problems. The purpose of this study is to determine the effect of brushing teeth on the debris index of grade II students of SDN 225 Gresik. This type of research is an analytical research with a cross sectional design, with a sample of 30 grade II students at SDN 225 Gresik. The data collection instruments used are observation sheets and examination sheets. The data analysis technique uses the Chi-Square test. The results of the research on how to brush the teeth of grade II students at SDN 225 Gresik are in the bad category, which is 53%. The debris index of grade II students at SDN 225 Gresik is in the medium category, which is 47%. The results of this study obtained a p value of 0.000 or a p value of significance below α (0.05). There is an effect of brushing teeth on the debris index of grade II students of SDN 225 Gresik. There is an effect between the way you brush your teeth on the debris index of grade II students of SDN 225 Gresik.

Transforming stereotypes: how meeting male and female professors changes children's gender bias and ‘mad professor’ perceptions

ABSTRACT The persistent ‘mad professor’ stereotype – the perception of professors as typically old, dishevelled men with grey hair – contributes to the lack of diversity in the academic workforce, with important implications for social justice and the advancement of science. This study examined the research question of how an informal classroom visit by a male versus a female professor influences gender bias and mad professor stereotyping among upper primary school students. To investigate this question, a survey was conducted with 171 upper elementary school children, examining their gender bias and mad professor stereotyping both before and after a classroom visit from either a male or female professor. The results revealed that visits by female professors significantly reduced gender bias, while visits from male professors, conversely, heightened it. However, this bias-reinforcing effect of male visits was mitigated through supplementary activities that introduced the children to professors from diverse genders and backgrounds. Importantly, visits from both male and female professors were effective in diminishing mad professor stereotyping. This study not only highlights the critical role of a professor’s gender in shaping children’s perceptions but also introduces a novel pictorial choice task for measuring bias, offering an objective alternative to the traditional Draw-a-Scientist test.

The associations between mathematical skills, cognitive performance, and language background in elementary school children. a two-year follow-up study

ABSTRACT Early mathematical skills contribute to later school performance and socio-economic status. Working memory is related to mathematical skills, but spatial and language skills have independent effects on separate areas of mathematical skills such as solving word problems or arithmetic skills. In this study, 9- to 10-year-old children's (N = 57) cognitive and mathematical skills were assessed three times over 2 years. Spatial reasoning was associated with performance in solving word problems and working memory with performance in the arithmetic test. Regarding word problems, girls outperformed boys. Also, the second-language learners performed similarly to the native speakers in the beginning and in the end of the third grade, but worse in the end of the fourth grade. The results suggest that the students’ inadequate mastery of the school language may lead to underachievement in mathematics, implying that further efforts should be invested in supporting their language learning.

Contribution of Children's Literature in the Formation of Character of Elementary School Children

This study aims to describe the contribution of children's literature in character education and the selection of children's literature according to the developmental stage of elementary school children. This study is a qualitative-descriptive study of the library research type. Data collection techniques are by searching for sources and constructing from books on children's literature and accredited journals, then analyzing critically and in-depth. Based on the results of data analysis, it can be explained that the contribution of children's literature to the emotional aspect is obtained from demonstrations of life as demonstrated by the characters in the story so that children will learn how to manage their emotions so as not to harm themselves and others. In the intellectual aspect, children's literature contains sequencing and plot logic to support children's use of their minds to think, understand and criticize the stories they get. In the aspect of imagination, literature in its stories can attract the child's entire self. With this, the child gains an extraordinary experience that is significantly correlated with creativity and will provoke the growth and development of creativity. In the social aspect, children's literature demonstrates character interactions so that it supports children in maximizing their development in their proximal development zone. In addition, from an educational aspect, children's literature is connected to aspects of exploration and discovery, language, beauty, multicultural insight, and children's reading habits that influence reading habits and literacy culture, which are very necessary in facing the progress of science and technology in this era.

Onychomycosis in the US Pediatric Population-AnEmphasis on Fusarium Onychomycosis.

Onychomycosis is a common nail disease that is often difficult to treat with a high risk of recurrence. To update our current understanding of the etiologic profile in pediatric patients with onychomycosis utilizing molecular diagnosis by polymerase chain reaction (PCR) combined with histopathologic examination. Records of 19,770 unique pediatric patients were retrieved from a single diagnostic laboratory in the United States spanning over a 9-year period (March 2015 to April 2024). This cohort represents patients clinically suspected of onychomycosis seen by dermatologists and podiatrists. Dermatophytes, nondermatophyte molds (NDMs), and yeasts were identified by multiplex real-time PCR corroborated by the demonstration of fungal invasion on histopathology. An average of 37.0% of all patients sampled were mycology-confirmed to have onychomycosis. Most patients were between ages 11 and 16 years, and the rate of mycologically confirmed onychomycosis was significantly higher among the 6- to 8-year (47.2%) and 9- to 11-year (42.7%) age groups compared to the 0- to 5-year (33.1%), 12- to 14-year (33.2%), and 15- to 17-year (36.7%) age groups. The majority of infections were caused dermatophytes (74.7%) followed by NDMs (17.4%). The Trichophyton rubrum complex represents the dominant pathogen with higher detection rates in the 6- to 11-year-olds. Fusarium was the most commonly isolated NDM with an increasing prevalence with age. Elementary school-aged children have a higher risk of contracting onychomycosis which may be attributed to the onset of hyperhidrosis at puberty, use of occlusive footwear, nail unit trauma, and walking barefoot. Fusarium onychomycosis may be more prevalent than expected, and this may merit consideration of management strategies.

Bidirectional associations between parenting stress and coparenting: A longitudinal actor-partner interdependence analysis.

Although parents' parenting stress has been found to be related to coparenting, existing research has mostly focused only on one parent or examined the unidirectional effects between the two factors. The present study investigated the actor and partner effects as well as the bidirectional association between parents' parenting stress and coparenting in Chinese society. The study participants were 522 Chinese father-mother dyads with elementary school-aged children who followed for two measurement occasions (half a year apart). The cross-lagged actor-partner interdependence model (APIM) was used to examine the actor effects and partner effects in the bidirectional associations between both parents' parenting stress and coparenting. The findings revealed that both fathers' and mothers' parenting stress significantly negatively predicted their spouses' coparenting (partner effects), and mothers' coparenting significantly negatively predicted their spouses' parenting stress (partner effects). However, the actor effects between parents' parenting stress and coparenting were not significant. Furthermore, there were significant bidirectional associations between fathers' parenting stress and mothers' coparenting. Findings from the present study reveal the dynamic interaction between parenting stress and coparenting. The results point to the need for providing preventive interventions to parents with high levels of parenting stress and establishing a collaborative interaction framework between parents.

Exposure of elementary school-aged Brazilian children to bisphenol A: association with demographic, social, and behavioral factors, and a worldwide comparison

Bisphenol A (BPA) is a plasticizer used to synthesize polycarbonate plastics and epoxy resins and is well-known for its endocrine-disrupting action. BPA occurrence in the environment is widespread, and there is a growing concern regarding exposure to this chemical during childhood, given the findings indicating the long-lasting hazards associated with exposure during early life compared to adulthood. We examined urinary BPA concentrations from 319 elementary school-aged Brazilian children, using high-performance liquid chromatography coupled to high-resolution mass spectrometry. We found that urinary BPA was detectable in the majority of children, and that urinary BPA levels were higher among children with lower family income and lower maternal educational levels. BPA levels found herein were compared with those from countries with different regulation policies concerning exposure to BPA. They were similar to those reported from studies conducted in Egypt and Australia. Despite more protective regulatory policies in the European Union, they were similar or lower than those reported in European studies. Our findings indicate that exposure of Brazilian children to BPA is widespread and comparable to or even lower than that of countries with stricter regulatory policies.

Online complementary interventions for the development of social communication in children during the early stage of the COVID-19 pandemic

For elementary school children, engaging in diverse communication experiences with peers of varying ages during free play is crucial for developing social adaptability. However, the COVID-19 pandemic caused an unprecedented interruption to this learning process, as the new school year in Japan, which typically starts in April, began with widespread school closures. A novel intervention was implemented to address the ongoing societal constraints of the “stay-at-home” mandate and the uncertainty surrounding its duration. This intervention aimed to facilitate and promote peer communication while minimizing the risk of COVID-19 infection. It utilized then-unfamiliar Internet-based conferencing systems on Children’s Day, 1 month into the new school year. We explored two main analytical aspects to enhance the efficacy of this communication method: first, the types of play proposed by children that attracted the highest participation from unfamiliar peers; second, the duration of participation and communication, particularly regarding age and gender differences. Remarkably, despite only 2 days’ notice, 15 children aged 4 – 14 from five different, previously unknown communities located 1,000 km apart participated enthusiastically. In the first investigation, 12 types of play were introduced by the children. The most engaging activities included collaborative drawing on a shared online whiteboard and a scavenger hunt for specified objects. Notably, older children participated significantly longer in the online presenter’s activities, while younger children preferred to play within their own community. This study proposes that online conferencing can facilitate social interaction among children during pandemics. The intervention successfully fostered collaborative play among children of varying ages and from distant locations. In addition, the findings indicate the necessity to adjust the quality and focus of interventions based on age-specific psychological development. Further verification with more implementation examples and a larger participant pool is required.