First Grade Of Elementary School Research Articles

Possibilities of implementing LEGO education in the first grade of elementary school

Iako je robotika višedisciplinarno područje koje posljednjih desetak godina sve više zalazi i u područje obrazovanja, njena primjena u osnovnim školama još uvijek u povojima. U ovom radu je provedeno istraživanje s ciljem rasvjetljavanja problematike upotrebe robotike unutar nastavnog predmeta Informatike te analize stupnja zainteresiranosti učitelja za implementacijom LEGO WeDo 2.0 edukativnog programa u prve razrede osnovne škole. Istraživanje je provedeno među 70 učitelja i učiteljica nastavnog predmeta Informatika u osnovnim školama grada Zagreba. Istraživanje je provedeno kroz tri faze, a kao instrument istraživanja korišten je online anketni upitnik. Sudionici istraživanja su u prvom dijelu odgovorili na upitnik, a potom im je prezentirano LEGO WeDo 2.0 programsko sučelje i Prijedlog nastavnog programa robotike za učenike prvog razreda osnovne škole te način implementacije u nastavni predmet Informatika. Drugi dio upitnika je proveden nakon prezentacije nakon koje su učitelji mogli procijeniti primjenu LEGO WeDo 2.0 u nastavi. Rezultati su pokazali kako su se osobni stavovi o primjeni robotike u nastavi promijenili nakon prezentacije. Učitelji su pokazali visoku razinu spremnosti na implementaciju i korištenje LEGO WeDo edukativnog programa u nastavnom sadržaju za prve razrede osnovne škole. Kao najveće prednosti edukativnog programa prepoznali su podizanje digitalne i informatičke pismenosti kod učenika, poticanje kritičkog razmišljanja i zanimanja za STEM discipline, a najveće ograničenje vide u visokim troškovima nabave robotskih setova.

태권도 수련에 따른 초등학교 1학년의 학교생활적응의 차이

The purpose of this study is that first-year elementary school students who enter school for the first time start socially and physically adapting to the environment and psychological adaptation to changes based on admission. The most important thing is to end with a successful adaptation to school life. Children are using Taekwondo to adapt to school life before entering school, but there is no accurate s tudy on the results, so this s tudy will confirm. The subjects of this study were 143 parents of Gwangju and Jeonnam regions who had children in the first grade of elementary school, and a random sample was conducted. A survey was conducted on 73 parents who had registered at a Taekwondo school before entering school, and a survey was conducted on 70 parents who had not registered at a Taekwondo school. Among the surveys collected from parents registered at Taekwondo school, 71 questionnaires were used for the study, excluding 2 inappropriate ones, and 69 parents excluding 1 parent who did not register at Taekwondo school received responses from a total of 140 parents as a result of the study. was derived. SPSS 27.0 program was used, and independent-t test and one-way ANOVA were used for group differences. The criterion for statistical processing was α=.05. Taekwondo training was found to be statistically significant in the factors of adaptation to homeroom teacher, adaptation to school friends, adaptation to learning activities, and adaptation to rule compliance in the first grade of elementary school. Based on this study, the need for various follow-up studies was recognized. The purpose of this study is to study the individual characteristics of Taekwondo practitioners, to develop a questionnaire that first graders of elementary school can directly participate in, to derive various detailed factors of school life adaptation, and to receive surveys from more subjects.

만 5세 유아 어머니들이 인식하는 유아 수학교육 의미와 요구

Objectives The purpose of this study was to find out the current status and difficulties of mathematics education guidance for mothers aged 5 years old, and to explore the meaning of mathematics education and mothers' needs for mathematics education. Methods To this end, 10 mothers of 5-year-old infants living in Seoul were selected as study participants. Data collection was conducted through in-depth personal interviews. In-depth interviews were conducted over a total of two sessions. For data analysis, the interview contents were repeatedly read, coded for each topic, and triangular verification was conducted by two early childhood education experts. Results Mothers of 5-year-olds recognized the purpose of early childhood mathematics education as preparation for elementary school. As a method of math education, it was found that play-type math education using play, math fairy tales, and games in daily life, and math education that relies on private education such as visiting study materials and math institutes. In the process of doing homework for the study paper, mothers wanted to form learning attitudes and habits, but some infants experienced stress. And mothers feel confused about math, thinking, and storytelling math. It was recognized that literacy should be the basis for mathematics education. When providing math education, mothers were found to be based on math subjects in the first grade of elementary school and to have a prior study of about a year. For desirable math education, mothers required specific guidance on the level and content of early childhood math education, information on math education in kindergartens, and cooperation between infants, parents, and teachers for math education. Conclusions This study is meaningful in that it suggested the direction for early childhood mathematics education by grasping the meaning, practice, and difficulties of education recognized by mothers.

Learning Alignment of School Readiness in One-Year Early Childhood Education Student to first grade of Elementary School

This study aims to analyze teachers' perceptions and expectations about school readiness, learning strategies and the alignment of in One-Year Early Childhood Education Students to first grade of Elementary School. This research utilized a qualitative research with multiple case study research type. The data collection was done through interviews, observation and documentation. Then, the data of this study was analyzed using individual and cross-case data analysis using the Miles & Huberman model, namely data collection, data presentation, data reduction, conclusions and verification. The results of the study showed that: 1) teacher's perceived readiness for school is the various abilities of students covering six aspects of children's development and self-regulation, age adequacy and adequacy of motivation and interest in learning; 2) learning strategies for school readiness using thematic and scientific approaches and differentiated learning models; 3) the learning environment to support school readiness is classical and interesting class arrangements, 4) the alignment of learning between both of them is in harmony with material and methods by making it happen through collaboration between early childhood education and elementary school and students’ parents.

Learning Alignment of School Readiness in One-Year Early Childhood Education Student to first grade of Elementary School

Learning Alignment of School Readiness in One-Year Early Childhood Education Student to first grade of Elementary School

A avaliação da leitura no Brasil entre os anos 2014-2020: instrumentos e habilidades

Abstract This paper presents the results of a systematic review on reading assessment. The problem that inspired the research was: What parameters, criteria, and assessment conditions can be distinguished in investigations on reading assessment in Brazil? Therefore, the goal was to identify, characterize, and discuss studies that were carried out on reading assessment in Brazil between 2014 and 2020. The focus of the study was on three central aspects of the 151 selected publications, according to the strict inclusion criteria described in the method: 1) the investigated cognitive processes, 2) the measured reading skills, and 3) the testing instruments used. As a criterion for analysis, we observed the research profiles (type, year, location, institution, graduate program, authorship, database) and their contents (focus, objective, target audience, reading evaluation instrument, measured skills, results). The analysis indicated that experimental studies, aimed mainly at students in the first grades of elementary school, were the most frequent, with decoding and its related skills as the most commonly investigated cognitive processes (word recognition, lexical access, and fluency). The results also showed that, in general, authors report the research methods with little detailing, which limits the identification of arguments to guide the decisions concerning elaboration or choice of instruments used. In addition, the lack of rigor or clarity of these aspects also makes it difficult for readers to understand the development of the studies and evaluate their reliability.

초등학교 통합교과 교육과정에 대한 학년 교사의 경험 연구

This study examines the experience of the integrated curriculum operated by first grade teachers of elementary school for one year and intends to understand it in depth. Based on this, the purpose of this study is to suggest a desirable direction for integrated education in the first grade of elementary school. The study participants were first-grade teachers of public elementary schools working in Seoul, and semi-structured interviews were conducted from the April 2021 to March 2022 to collect data. At the same time as collecting data, it was analyzed using the qualitative thematic analysis research method. To increase the validity of the study, triangular verification of data, member check, sufficient review and consultation among researchers, and long-term interviews were conducted. As a result of the study, first, first-year teachers knew the content of the curriculum when they first encountered the integrated subject, but did not know the teaching method. Second, in the early stage of operation of the integrated curriculum, it was implemented only as a pre-planned curriculum rather than a prepared curriculum and even in the full-scale operation stage of the integrated curriculum, it was operated as the teacher arbitrarily understood and learned.. However, in evaluation, the process-oriented evaluation was implemented by focusing on attitudes. Third, positive changes appeared in the operation of the integrated curriculum as we entered the second half of the second semester, but most of them were insufficient growth based on practical experience. Through the above results, it was found that the teachers lacked understanding of the integrated curriculum and that they were operating with difficulty, relying on ‘practical experience’ rather than ‘teacher training’. There is an urgent need to develop and operate a systematic teacher training program for the teachers.

THE DEVELOPING OF BUSY BOOK MEDIA FOR LEARNING PROCESS: IMPLEMENTING STUDY IN PRIMARY SCHOOL

Interviews with SD Negeri 16 Banda Aceh class teachers revealed that the learning media used in grade I primary schools were less varied, less interesting, and the use of busy book media had never been used for students' speaking skills, with the development of busy book media expected to produce instructional media that were interesting and fun as well as being a solution for various problems in the learning process. Based on this case, the Busy Book media can be said to be valid used in the learning process ss in the first grade of elementary school. This has led researchers to conduct research under the title "Development of Busy Book Learning Media on Speaking Skills of Class I Students in SD Negeri 16 Banda Aceh. The formulation of the problem in this study y is: how to develop a valid Busy Book learning. media used for learning speaking skills of first grade students of SD Negeri 16 Banda Aceh? This study aims to produce a valid busy book learning media used for learning the speaking skills of grade 1 student at SD Negeri 16 Banda Aceh. This research is included in research and development (R&D). This study adapted the development procedure from Thiagarajan, a 4D (four-D) device development model. Data collection techniques used by researchers are questionnai re questionnaires for media experts, namely from the aspect of content, graphics and depth of the media. Research data were analyzed using quantitative and qualitative analysis techniques. The results of the study in the form of validator 1 assessment results get an avera ge value of 3.9 validity and the assessment category is "Valid used". validator 2 assessment results get an average value of 3.6 and the assessment category is "Valid used". and validator 3 obtained an average value of 4.03 and the assessment category was "Valid used. Thus, the Busy Book media can be said to be valid to be used for learning the speaking skills of grade 1 students at SD Negeri 16 Banda Aceh.

PSYCHOLOGICAL FACTORS INFLUENCING PRO-ENVIROMENTAL ATTITUDES IN CHILDREN

One of the main requirements of modern society, and for the sake of its survival, is the formation of socially responsible behavior towards the greatly endangered environment. Every day we are faced with the problems of pollution, global warming, depletion of the ozone layer and many others. Therefore, it is of paramount importance to influence the youngest generations to develop attitudes that will develop a high awareness of the need to protect nature and how to treat it. In this sense, today, and for the sake of the future, we must actively work on the development of pro-environmental attitudes in children, which would manifest themselves in pro-environmental behavior tomorrow. The development of this cognitive component, that is, the attitude requires the society to instil in the child knowledge about nature, its benefits, but also its demands and the inseparability of man from it, which affects the child's affective relationship towards it, the feeling of attachment to the environment that becomes an integral part of values. With their conative component, attitudes also initiate individuals to act. This especially necessary during the current COVID-19 pandemic and the unresolved question of the origin of the virus. Was it created artificially in laboratories or is it of natural origin, as nature's response to man's relationship to it. Some studies show that children in the first grades of elementary school understand the phenomenon of environmental pollution, they even know about different types of pollution, but they still do not understand the causes of these events. Therefore, although there is not much research dealing with this problem, we consider it important to analyse current knowledge about the psychological factors influencing the development of pro-environmental attitudes in children.

Association between Community Social Capital and Access to Dental Check-Ups among Elementary School Children in Japan.

The association between parental social capital and a child's access to dental check-ups has been reported, but few studies have focused on dental check-ups. The present study investigated the association between parental social capital and access to dental check-ups among first-grade elementary school children (6-7 years old) in Japan. We analyzed cross-sectional data of first-grade elementary school children (6-7 years old) in Adachi City, Tokyo, Japan. Community social capital (the total score of social trust, cohesion, mutual aid) and child's dental check-ups (dental check-ups for purposes other than treatment at least once a year) were assessed by questionnaire surveys for parents of the first graders from all 69 elementary schools in 2017 (n = 5260; response rate: 81.6%) and 2019 (n = 5130; response rate: 78.8%). Multilevel Poisson regression analysis, adjusted for children's age in months, gender, mother's educational attainment, mother's employment status, having siblings, living with grandparents, and the density of dental clinics in the school district, was applied. Of the 7936 respondents included in the analysis, 82.7% of children received dental check-ups at least once a year. Individual-level social capital was positively associated with children's dental check-up utilization (prevalence ratio, PR = 0.935 per one interquartile range, IQR; 95% confidence interval, CI: 0.877, 0.996). Community-level social capital was not significantly associated with children's dental check-up utilization (PR = 0.934 per one IQR; 95% CI: 0.865, 1.008). Promoting individual-level social capital, but not community-level social capital, may improve dental check-ups among elementary school children in Japan.

PMR Learning Model as Materials of Summary of 1st Grade Students

Mathematics education must begin when children enter school, namely at the elementary school level. The success of a student's education can be influenced by the learning approach used by the teacher. In particular, the additional lessons covered in the first grade of elementary school are very suitable for the PMR learning model. Learning to count can be facilitated by using candy-themed media and educational videos. The purpose of this study was to analyses the results of applying the PMR learning model to the educational process in relation to student learning. PTK which includes cycles I and II is the methodology of choice for this study. The PMR learning model was not implemented in Cycle I until after the pre-test was carried out. In Cycle II, we practiced the PMR learning paradigm with the help of learning videos and candy media. Twenty students from grade one at elementary school participated in this study. Data collection techniques were collected by tests and documentation. The result of this study show the average student score in cycle I was below the KKM standard. The KKM requirements were met with an average student in cycle II after the PMR learning model was applied. The findings from this study indicate that when the PMR learning paradigm is used together with learning videos and candy media, student learning outcomes show a significant increase.

Structural Relationships among Dual-Earner Parents’ Work-Family Conflict, Co-parenting Quality, Children’s Executive Function Difficulties, and School Adjustment: An Application of the Actor-Partner Interdependence Model

The present study identified the effects of parents’ work-family conflict on their and partners’ co-parenting quality, as well as the mediating roles of co-parenting quality and children’s executive function difficulties in linking parents’ work-family conflict to their children’s school adjustment. This study used data from 387 dual-earner parents and their first-grade elementary school children, who participated in the Panel Study on Korean Children. An actor-partner interdependence and mediation model analysis using structural equation modeling revealed the following findings: first, the actor and partner effects of parents’ work-family conflict on co-parenting quality were significant for both fathers and mothers. Second, the effect of the fathers’ work-family conflict on their co-parenting quality was found to be greater than that of the mothers’ work-family conflict on the fathers’ co-parenting quality. Third, fathers’ and mothers’ work-family conflict, respectively, exerted an indirect effect on their children’s school adjustment through the serial mediation by the mothers’ co-parenting quality and children’s executive function difficulties, whereas the direct effects of fathers’ and mothers’ work-family conflict on children’s school adjustment were not supported. Finally, this study suggests that co-parenting quality and children’s executive function should be considered to facilitate children’s school adjustment in the parent education of dual-earner families with first-grade elementary school children, and that continuous policy efforts for dual-earner parents’ work-family balance are needed.

Improving Physical Fitness Levels Among 6- and 7-Year-Old Children as a Result of Physical and Sports Education

Summary The purpose of the study was to extend knowledge about physical fitness levels and their development among first-grade elementary school students as a result of school physical and sports education. A total of 23 children participated in the study, and nine physical fitness tests were administered to determine their physical fitness levels (Měkota & Blahuš, 1983; Šimonek, 2015). The t test for dependent samples was used to determine changes in physical fitness levels for both sexes. Boys showed significant improvements in the 20-meter dash, repeated routine with a pole, standing long jump and 4 x 10 m shuttle run. Girls showed significant improvements in the 20-meter dash test and a repeated routine with a pole. The results have confirmed the necessity to enhance physical fitness levels in children and systematically develop all motor abilities in physical and sports education classes.

취업모의 일-가정 양립 이점 및 갈등과 초등학교 1학년 자녀의 문제행동 간의 관계 : 부부갈등, 온정적 양육 및 집행기능 곤란의 다중 매개효과

This study identified the multiple mediating roles of marital conflict, maternal warmth, and children’s executive function difficulties in the relationships between working mothers’ work-family enrichment and conflict and first-grade elementary school children’s behavioral problems. Data was collected from 558 first-grade students enrolled in elementary schools and their working mothers, who participated in the Panel Study on Korean Children. A structural equation modeling analysis revealed that although mothers’ work-family enrichment and conflict did not directly influence their children’s behavioral problems, some multiple mediating processes were identified. Specifically, mothers’ work-family enrichment and conflict, respectively, was indirectly related to their children’s behavioral problems through (1) the dual mediation by marital conflict and children’s executive function difficulties; (2) the dual mediation by marital conflict and maternal warmth; (3) the serial mediation by marital conflict, maternal warmth, and children’s executive function difficulties. Furthermore, mothers’ work-family enrichment alone was indirectly related to children’s behavioral problems through (4) the mediation by maternal warmth; (5) the dual mediation by maternal warmth and children’s executive function difficulties. Additionally, the results of this study indicated that the positive spillover and crossover processes of work-family enrichment on family relationships and children were stronger than the negative ones of work-family conflict. Finally, the present study suggests that organizational support is required for enhancing working mothers’ work-family enrichment, and there is a need for counseling programs to help the mothers manage the stress which arises from the process of juggling work and family life.

유아기 기질의 종단적 프로파일과 학령 초기 학교 적응

This study identifies patterns of change in temperament among infants aged 2 to 4 years old, and investigates the relationships between such patterns and school adjustments in the first grade of elementary school. Five distinct latent classes for patterns of change in children’s temperament emerged through latent profile analysis using three-year data from the Panel Study on Korean Children (N = 1,869): a) inactive & shy child (13.5%), b) decreasing activity & mild child (44.0%), c) highly emotional & unsociable child (13.4%), d) decreasing emotionality & highly sociable child (14.7%), and e) emotional & sociable child (14.4%). Significant associations with the five profiles of temperament were found for both gender and birth order of the children. Only the inactive & shy child class had more girls than boys; 47.1% of the children in the highly emotional & unsociable child class were the second child, while all other classes had more first children. Each child in the inactive & shy child class had a higher level of adjustment to school life than those in the highly emotional & unsociable child and the decreasing emotionality & highly sociable child classes when the children were seven years old. As for academic achievement, children in the decreasing activity & mild child class, in the decreasing emotionality & highly sociable child, and in the emotional & sociable child class exhibited more adjustments than those in the highly emotional & unsociable child class. Among the sub-domains of school adjustment, peer adjustment and teacher adjustment for the first grade of elementary school did not have significant associations with longitudinal profiles of temperament. The findings indicate that temperament through early childhood predicts adjustment to school life and academic achievement at an early school age.

Developing SPOK Litaracy Board Media (PALIPOK) for Reading of First Grade of Elementary School

Based on the results of observations, namely by knowing the conditions in the field with a total number of students, namely 13 students, the learning media is said to have not trained students' reading skills and students have not experienced, still have difficulty in carrying out learning. For that we need media that can support students' reading skills in learning activities. This study uses the ADDIE model with five stages, namely: analysis, design, development, implementation, and evaluation. The results of the evaluation through the material expert validation test stage 1 were 72.72 in stage 2 of 86.36, while the media validation test was 73.07, the teacher's response was 65.62 and the results of student responses from 13 students who did not enter 2 were 72, 10. This falls into the good category and is good to use as the basis for a conversion table. The results of these efforts indicate that the media is in the appropriate category for use.

Do Animations Impair Executive Function in Young Children? Effects of Animation Types on the Executive Function of Children Aged Four to Seven Years.

This study used a three (animation types: educational, entertainment, and control groups) × four (age group: four-, five-, six-, and seven-year-olds) between-group experimental design to investigate the short-term effects of animation type and age on each component of children’s executive function (EF) (inhibitory control [IC], cognitive flexibility [CF], and working memory [WM]). One hundred twenty-six kindergarten and first-grade elementary school students in a city in Henan Province of China were selected for the experimental study. The results showed that briefly watching animation affected children’s EF. Specifically, watching entertainment cartoons weakened children’s IC and CF, while cartoons did not affect children’s WM. The moderating effect of age in the relationship between animation type and EFs was non-significant. This study suggests that researchers should focus on the uniqueness of each component of EF in children aged four to seven years, and parents should try to limit children’s viewing of animation, especially entertainment animation.

초등학교 1학년 언어지도 실태 및 요구도에 따른 유⋅초 연계 언어지도 방안 탐색

Objectives This study investigates the current state of language ability of children in the early stages of school, and the readiness for reading literacy, teacher’s needs of preschool children, based on the perceptions of first grade teachers of elementary school. And In-depth interview was conducted for analysis. Methods Through this, a plan for linking kindergarten and elementary school was derived from the actual conditions of Korean education and language education in the first grade of elementary school. The subjects of this study were 282 elementary school teachers who worked as first grade form teacher and teachers who experienced in charge at an elementary school in city B, and data were collected through questionnaires. And in order to derive a linkage plan, 4 kindergarten teachers and 4 elementary school teachers were selected as research subjects, and data were collected through in-depth interviews. Results First, the current state of language ability of the 1st grade elementary schoolchild perceived by teachers is as follows. The teachers recognized that the listening and speaking level of the children in first grade were low, and the reading and writing were perceived as having high individual differences between children. Second, teachers' perceptions and demands regarding preschool children's readiness for literacy are as follows. Teachers recognized that preschooler's reading and writing instruction was necessary, and the actual teacher’s demand level was higher than the level required in the elementary education curriculum at the beginning of admission. Third, development and sharing of specific educational materials to realize joint training and curriculum, reinforcement of language education in the first year of elementary school, and changes in parental perception regarding language education were shown, as a plan for linking language education between kindergartens and elementary schools. Conclusions The current language education in elementary schools exceeds the level of the elementary education curriculum, and this suggests that for improving this the two curriculums are to be linked from the development process, clear guidelines and standards of the curriculum are presented and implemented in the field in language education, the improvement of awareness of kindergarten teachers and elementary school teachers and parents should be accompanied.

Pembelajaran Bahasa Dalam Gamitan Pendidikan Karakter Dan Kurikulum Karakter

This The purpose of this article is to understand how language learning in the lower grades of elementary school includes aspects of reading, writing, listening and speaking as well as to understand the importance of character education and Indonesian language learning which will be integrated in the teaching and learning process. The term learning is often heard in the study of education in schools today. This term is a development of the term "Teaching and Learning Process" (PBM). Literacy aspects are very important to be taught in the first grade of elementary school. Through reading and writing, all knowledge is absorbed by students, who can read, hear, and understand and define the meaning of words that they remember well. However, the difficulty of learning to read and write in the early stages lies in the strategies used. Learning should be a fun and meaningful activity for younger students. In other words, it is an activity that is close to the daily life of a student. Therefore, the strategies that can be applied are reading game learning strategies and early writing learning strategies using the SAS method.

Implementation of Ethnomathematics in Mathematics Learning Videos for First Grade of Elementary School

Learning media used to support the learning process during the Covid-19 pandemic for grade I elementary school students is still unavailable, resulting in the learning process and students' understanding of learning, especially the content of mathematics material, is not optimal. The better the learning media, the better the student's competence. This study aims to create and determine the feasibility of ethnomathematics-based mathematics learning video media on the content of the solid geometry material. This study used the ADDIE development model using data collection methods: questionnaire, observation, and unstructured interviews. The method of data analysis used is descriptive qualitative and descriptive quantitative. The subjects of this research are material experts, design experts, and learning media experts, and the test subjects are first-grade elementary school students. Development research results are product design for ethnomathematics-based mathematics learning media and the feasibility of instructional video media. Mathematics based on the results of the assessment of learning material expert (93.75%), learning design expert (100%), learning media expert (95%), individual trial (92.36%), and a small group trial (93.05%). So, the ethnomathematics-based mathematics learning video introducing geometry material for first-grade elementary school students is feasible to use and can improve student competence. This research implies that students can learn mathematics using learning videos independently, meaningfully, and fun, and motivate teachers to develop various learning media.