First Grade Of Primary School Research Articles

The Effect of the Lorsbach Model on Developing Sensory Thinking for First-Grade Female Students in Science

Experimental design with two equal groups, and the research sample consisted of Governorate, for the academic year (2023-2024). The researchers adopted an limited to first-grade female students in the city of Mosul, the center of Nineveh of the research, the researchers formulated the null hypothesis. The research was formal achievement of first-grade female students in science). To achieve the goal The current research seeks to find out (the effect of the Lorsbach model on the Steps for using it in the classroom environment teachers on the importance of the Lorsbach model and its effectiveness. And and introductory seminars for male and female first-grade primary school General Directorate of Nineveh Education to hold workshops, training courses, including: directing the training and professional development divisions in the researchers presented a number of recommendations to executive agencies, according to the Lorsbach model, and in light of the results and conclusions, the experimental group with The highest arithmetic mean, which was studied between the two groups in the mock achievement test, in favor of the research results showed: the presence of a statistically significant difference reached ( 74, 0). After processing the data and using the statistical package, the using the equation (Couder - Redchadson - 20), where the reliability coefficient The reliability of the test was confirmed. test in science, consisting of (20) items To measure the dependent variable, The researchers prepared an achievement variables: (the female students' chronological age in months, intelligence level). conducted equivalence between the two research groups with the following control group who will study according to the usual method. The researchers will study according to the Lorsbach model and (34) female students for the (66) female students, with (32) female students for the experimental group who.

DEVELOPING SCHOOL ORIENTATION OF THE FIRST-GRADE STUDENTS IN PRIMARY SCHOOL THROUGH CREATIVE DRAMA

In this study, the orientation of the first-grade primary school students to school was ensured by creative drama activities. Activities that lasted 21 hours were applied to ensure that the students adapted to the school, their friends, their teachers, school staff, and places in the school. Parents, classroom teacher, 19 students and two prospective teachers as observers participated in this study. Quantitative data were collected before and after the drama workshop by the “Objectives Attainment Evaluation Form” and this data were compared with the non-parametric tests. Qualitative data were obtained using written and individual interviews. This study contributed positively to students' communication and cooperation, recognizing the school and the class and realizing the school and classroom rules. The findings showed that school orientation studies improved social skills, such as empathy by increasing interaction between the school, the parents, and the students. The families participating in these activities stated that they understood their children better, felt like children, and they implied they remembered their childhood years. The current study displayed that creative drama activities significantly facilitated the orientation of the students to their schools.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

Integrating Computational Thinking Into Mathematics Class: Curriculum Opportunities and the Use of the Bee-Bot

<p style="text-align:justify">The incorporation of Computer Science teaching in educational systems has increased in recent years. Given international interest, Chile has promoted projects to promote the development of students' digital skills. Focusing on this new educational context, this research reports the results regarding the identification of computational concepts and practices that can be articulated with the contents and skills of the curriculum. of Chilean mathematics. for first grade of primary school based on the use of the Bee-Bot robot. For this, the study followed a qualitative approach, developing a case study of the Chilean study program with the content analysis technique and using, as analysis categories, computational concepts and practices from the field of educational computing. In total, 30 learning objectives of the study program were analyzed. The results indicate that, although there is little articulation between computational concepts and first grade content proposed in the curriculum, there is greater articulation between computational practices and mathematical skills suggested in the Chilean curriculum. It is concluded that Computational Thinking can be developed from the earliest school levels using the Bee-Bot robot (or similar), and this is demonstrated by the structure of the Chilean primary mathematics curricular program.</p>

Analýza gradovaných kariet používaných na vyučovaní matematiky Hejného metódou v prvom ročníku

Graded work cards are special cards which contain tasks for primary education students, while each task is specially adapted to different degrees of difficulty. Cards are used in the teaching of mathematics, specifically in the teaching of the Hejný's method, namely in every year in the first grade of primary schools. The purpose of the post is to analyze these cards from the point of view of their content and the possibility of their use also within the framework of differentiated teaching at ordinary mathematics classes.

Improving Foundational Language Skills of Standard Arabic in Early Childhood by Using Language Immersion-Based Learning Enhanced with Art Activities

The fundamental language skills acquired during early childhood play a pivotal role in a child's developmental progress in kindergarten and the initial stages of primary education. This study aimed to improve the foundational language proficiency in Standard Arabic among early childhood children by implementing a language immersion-based learning approach enriched with art activities. The experimental approach was used through a quasi-experimental design based on one group, with pre- and post-measurements. The study sample consisted of 30 first-grade primary school children aged 6-7 years. A comprehensive list of foundational linguistic skills in Standard Arabic essential for the study sample was compiled, the list included the skills of: phonological awareness, listening, standard speaking skills, and linguistic vocabulary. Educational content for art activities, including puppet theatre, dough modeling, and flat expression drawing, was suggested across 15 sessions. An oral test was administered to assess the children's foundational language skills in Standard Arabic. The results demonstrated statistically significant effectiveness in utilizing language immersion-based learning enhanced by art activities, the differences between the average scores of the children in the study sample in the pre- and post-measurements on the oral test of foundational language skills were in favor of the post-measurement. The study recommends integrating identified foundational language skills into early childhood art activities and underscores the importance of immersive learning in language skill instruction at this developmental stage.

A Qualitative Analysis of Literacy Preparation Period Practices in the First Grade of Primary School

Türkiye’de 3-5 yaşları arasında okul öncesi eğitim zorunlu değildir ve eğitime katılma oranı yarıdan azdır. Tüm farklılıklarına rağmen okula başlayan tüm öğrenciler aynı kazanımları edinmekten sorumludur. Bu araştırma, öğrencilerin nitelikli bir okuma yazma eğitimi alması için okuma yazmaya hazırlık döneminde yapılan uygulama ve etkinliklere odaklanmaktadır. 2022-2023 öğretim yılında, Ankara’da tipik bir ilkokulda, ölçüt örneklemle belirlenen dört devlet okulu öğretmeniyle nitel araştırma yöntemlerinden durum çalışması deseniyle çalışılmıştır. Araştırmanın verileri gözlem, görüşme ve doküman incelemesi ile toplanmış ve betimsel veri analiziyle incelenmiştir. Araştırma; öğretmenlerin ders kitaplarını yetersiz gördüğünü, ağırlıklı olarak çevrim içi kaynaklardan çalışma kâğıtları kullandıklarını, yazma çalışmalarını farklı materyallerle zenginleştirmediklerini göstermektedir. Öğretmenler konuşma, dinleme ve görsel okuma etkinliklerini Türkçe dersi dışındaki derslerde yapmakta, sosyal-duygusal gelişim ve algı becerilerini geliştirebilecek etkinlikler kullanmaktadır. Donanım eksiklikleri nedeniyle dinleme-izleme etkinlikleri yaptırılamamaktadır. Okuma yazmaya hazırlık dönemi; öğrencilerin hazır oluşu, öğrenci ve velilerin beklentilerinden etkilenerek tamamlanmaktadır. Öğretmenler bu döneme endişeli başlayıp olumlu duygularla bitirmektedir. Teknolojik donanımların arttırılması, ders kitaplarının yeterli hâle getirilmesi, çalışma materyallerinin sağlanması ve en önemli nokta olarak okul öncesi eğitimin zorunlu hâle getirilmesi önerilmektedir.

Mastering the Action of Subtraction of the Numbers within 20 with Regrouping Using Educational Interactive Worksheets

The mathematics curriculum for the first grade of primary school / compulsory preparation/ outlines six main topics which define the educational content intended for learning. One of these topics is Addition and Subtraction of numbers within 20 with regrouping. This paper aims to present a study related to the creation of original package of electronic educational content, which was developed in order to help the 7 – 8-year-old students acquire the knowledge and skills of subtracting numbers within 20 with regrouping. The e-learning content package includes worksheets created on the digital online platform LiveWorksheets. The degree of effectiveness of the developed electronic educational resources was examined during the academic year 2021/2022. 144 students from the first grade of primary school participated in the experimental study. The obtained results of the experiment and their analysis show that the application of the presented original package of electronic educational resources leads to an easier and deeper assimilation of knowledge and skills for subtracting numbers within 20 with regrouping.

Problems Encountered in Distance Initial Literacy Teaching During the Pandemic Period (Covid-19)

This study aims to examine the problems encountered in the period of distance initial literacy teaching during the pandemic based on the first-grade primary school teachers' opinions. In this qualitative study, data were collected through the interview technique. The study group of the study was determined by the criterion sampling method. The study group consist of 11 classroom teachers who taught initial literacy teaching during pandemic period. The data were analyzed by content analysis using Maxqda software. The results of this study show that problems encountered in the distance initial literacy teaching during the pandemic period were grouped under three themes: "Technology", "Interaction," and "Initial Literacy Teaching Process". According to the opinions of classroom teachers, there were problems with internet access during this period. There are insufficient educational technology devices such as computers, tablet computers, etc. The competency of students and parents to use technology is quite insufficient. Students behaved arbitrarily on attendance to classes, and problems occurred in parental support, teacher-student communication, and teacher-parent communication. During the initial literacy teaching process, problems such as holding the pen incorrectly, not being able to organize the notebook, writing the letter incorrectly, not being able to understand and inability to combine sounds, and not being able to dictate were seen. Problems such as measurement and assessment problems, unable to feedback to students, and difficulty in following student progress were determined.

Breastfeeding is associated with reduced risks of central obesity and hypertension in young school-aged children: a large, population-based study

BackgroundPrevious studies examined the effects of breastfeeding on measured values of body circumferences or blood pressure during childhood. However, limited data are available for the association between child feeding and a specific disease diagnosed as central obesity or hypertension. Hence, we aimed to examine whether the type and duration of breastfeeding are associated with obesity/central obesity or hypertension in young school-aged children.MethodsWe matched the data obtained from a cross-sectional survey in 2019 with retrospective breastfeeding information recorded in the database. Heights, weights, waist circumferences, and blood pressures of 8480 children in first grade of primary schools in Shanghai, China were measured to diagnose obesity, central obesity, and hypertension. Data on child feeding was collected retrospectively from clinical records. Associations between the type/duration of breastfeeding and children’s measured values of body mass index, waist circumference, and blood pressure were analysed by linear regression. Associations between the type/duration of breastfeeding and risks of obesity, central obesity, and hypertension were analysed by generalised linear models.ResultsBreastfeeding duration was inversely associated with blood pressure values in children in the first grade. Each month’s increase in the duration of any breastfeeding was associated with a 0.07 mmHg decrease in systolic blood pressure (P < 0.01) and a 0.05 mmHg decrease in diastolic blood pressure (P < 0.01). Any breastfeeding > one month was associated with a reduced risk of hypertension (adjusted risk ratio 0.84; 95% CI 0.73, 0.96, P = 0.01). Exclusive breastfeeding > one month was associated with a reduced risk of central obesity (adjusted risk ratio 0.76; 95% CI: 0.60, 0.96, P = 0.02). Any breastfeeding > 12 months was linked with a lower risk of hypertension (adjusted risk ratio 0.83; 95% CI 0.70, 0.98, P = 0.03).ConclusionsLack of breastfeeding is associated with higher risks of central obesity and hypertension during middle childhood. As a potential component of the public health strategy to reduce population levels of metabolic and cardiovascular diseases, breastfeeding could be a vital prevention strategy.

A Strategic Study on The Adaptation Period of Primary School Freshmen from The Perspective of Preschool Connection

In our country, there are great differences between preschool education and primary education in all aspects of learning and life system. The education of the former is mainly dominated by games and development ability, while the education of the latter is dominated by regular schoolwork and static knowledge learning. This kind of jump change is easy to make the freshmen in the first grade of primary school feel unfit after entering the school, and then affect their academic and physical and mental development. Because of this, the problem of connecting young children will gradually attract people's attention. From the perspective of preschool connection, this paper focuses on learning adaptability. Firstly, by referring to relevant literature, the current situation of first-grade students' learning adaptability is understood, and then the influencing factors of learning adaptability are analyzed, and suggestions are put forward in order to improve students' learning adaptability, help children complete the transition from kindergarten to primary school in learning adaptability, and give children a happy childhood.

Research on Prosody Activities Teaching in the First Grade of Primary School—Based on Dalcroze Eurhythmics

Research on Prosody Activities Teaching in the First Grade of Primary School—Based on Dalcroze Eurhythmics

Prototype of a mobile application for teaching the first grade letter course.

It is essential to highlight that, to ease learning processes and produce a fruitful pedagogical experience, reading and writing skills development requires didactic tactics different from those used in the traditional classroom. The research aims to design a prototype mobile application for teaching letter courses to first graders in a didactic way to enhance the communicative skills of children. The method used is the cascade, which allowed us to understand and solve the problem. The results obtained are the designs of the prototypes, which were designed to teach letters to children in the first grade of primary school. Likewise, a good appreciation was obtained in the surveys conducted on the application.

Examining the mistake of first-grade primary school students regarding time measurement

This study aimed to determine the mistakes of first-year primary students regarding time measurement, which is the sub-learning area of measurement in Math’s class. In accordance with this aim, the study was conducted as a case study, which is one of the qualitative methods. In order to collect the data in the study, non-participant observations made online in the classroom environment, semi-structured interviews with the students individually via video conference, and all the homework assigned to the students by the classroom teacher during the process related to the subject were utilized as document review. In the analysis of the data obtained, content analysis was used. In the light of the findings, it was determined that the students made mistakes in showing and saying half hours and exact hours involving hour and minute hand, in the yesterday-today-tomorrow relationship, and in the week-month relationship.

Erken Cebir Öğretiminde STEM Temelli Uygulamaların Yürütülmesine İlişkin Sınıf Öğretmeni Görüşlerinin İncelenmesi

The purpose of this study is to determine the opinions of primary teachers about the implementation of STEM-based applications in early algebra teaching. In the research, the phenomenology design, which is one of the qualitative research method designs, was used. The study group of the research was determined by using the criterion sampling technique, which is one of the purposive sampling techniques. The study group consists of 5 primary teachers who have received STEM education and have implemented STEM-based applications in early algebra teaching. A semi-structured interview form was used to collect the data for the research. The qualitative data obtained at the end of the research were described with the content analysis method. In light of the findings, the majority of the teachers noted that STEM-based applications in early algebra teaching can be given from the first grade of primary school. The teachers, who indicated that STEM-based activities are applicable in early algebra teaching, stated that these applications will have advantages such as gaining a positive attitude towards the mathematics lesson, providing fun learning environments, facilitating learning, and embodying abstract subjects. In addition, teachers commented that they experienced difficulties such as a lack of materials, crowded classrooms, dense curriculum, and insufficient technological infrastructure. Teachers suggest that teachers and administrators who will carry out STEM-based practices in early algebra teaching should conduct research, take STEM education, and apply it in their classrooms.

THE SOFT TOYS AS A CONSOLATION PLAY-OBJECT IN SCHOOL AFTER THE COVID PERIOD. THE “TEDDY BEAR PROJECT” IN PRIMARY ART CLASSROOM

Right after the post-COVID era, first-grade primary school children not only had to adapt to the school environment but also to make up for the social and emotional isolation they had experienced in the previous two years. Pupils experienced great difficulties in terms of their emotional response to the relational social networks that develop during their integration into primary school. This need, created the "Teddy bear project", a project that was shared with all first-grade classes in an experimental primary school in Greece. The project was carried out in three phases, during which, the students worked with their teddy bears in the art workshop. The transitional soft toys provided the children with feelings of comfort, companionship and intimacy. The children had the opportunity to observe themselves through their dolls and their classmates through their own dolls. Children developed empathy for others and made connections through their play-objects to themselves, their classmates and the school environment.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0005/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Razvoj vještine čitanja ćiriličkog pisma u trećem razredu osnovne škole

Teaching students to read and write is a key task of initial teaching and therefore teaching of initial literacy takes the main place in this school period. Preparations for learning to read and write begin in the first grade of primary school, in order to start learning the Cyrillic alphabet in the second grade. In the third grade, the Cyrillic alphabet is improved and the Latin alphabet is studied at the same time. The aim of the research was to describe the development of reading skills - speed, accuracy, fluency and reading comprehension. The research sample consisted of 76 third-grade students. The descriptive method and testing technique were applied in the research. A reading test was used as a research instrument - a Cyrillic text composed of seven sentences, as well as four questions for checking comprehension. Students were tested individually. The research was conducted during three periods: at the end of December, at the end of March and at the end of study year 2021/2022. The results of the research showed that speed, accuracy, fluency and reading comprehension develop progressively during the periods.

Infant gross motor development and childhood physical activity: Role of adiposity

Later achievement of standing and walking in infancy predicts childhood physical inactivity. This study aimed to examine associations between ages of achieving six gross motor milestones and childhood physical activity, and whether these associations were mediated by adiposity. A retrospective analysis of a subset from a cohort study. Data were available for 211 first-grade primary school children (aged 6–7 years) in the Kanto region, Japan. Information on ages of achieving holding head up, sitting, crawling, standing supported, walking supported, and independent walking were obtained from parental records in the Maternal and Child Health Handbooks. Adiposity was assessed using dual-energy X-ray absorptiometry, and expressed as body fat percentage. Current gross motor skills were assessed by the Test of Gross Motor Development 2nd edition. Physical activity was measured using a triaxial accelerometer and defined as time involved in moderate-to-vigorous-intensity physical activity (MVPA). Multiple regression analyses revealed that the age of achieving standing supported was negatively associated with MVPA (p ​= ​.021), while ages of achieving crawling (p ​= ​.010), standing supported (p ​= ​.002), and walking supported (p ​= ​.033) were positively associated with adiposity, after adjusting for potential confounders including current gross motor skills. When adiposity was introduced as a covariate, the age of achieving standing supported was still associated with MVPA (p ​= ​.048), and the indirect effect of achievement of standing supported on MVPA was not significant. Infants who achieve standing supported at a later age are less likely to be active during early school age, and adiposity may not mediate this association.

Direct and Indirect Effects Between First Literacy Errors, Visual Perception, and Phonological Awareness Variables

This research is a descriptive study in the survey model to determine the direct and indirect effects between visual perception, phonological awareness, and literacy errors. The design of the study is exploratory correlational design. 552 first-grade primary school students participated in the study. The data were collected using measurement tools named phonological awareness, visual perception, word-sentence writing/spelling, and reading errors. According to the findings, visual perception affects sentence writing/spelling both directly and through word-writing-reading errors. Visual perception affects reading errors both directly and through word-sentence writing errors. The results show that the development of prerequisite skills and reading are mediated by writing, writing/spelling are mediated by reading, and learning develops in a spiral manner. It can be said that children’s reading-writing/spelling errors increase because they have difficulty in converting from sound to the letter, from letter to sound, and in synthesizing and analyzing according to their initial level of phonological awareness and visual perception development.

The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong: A Person-Centered Approach

ABSTRACT Research Findings: With a sample of 390 non-Chinese speaking first-grade primary school students and their parents in Hong Kong, this study examines associations between parental support and students’ ideal selves, motivation, engagement, and Chinese reading test performance. Latent profile analysis (LPA) identified four groups of students (low-, moderate-, and high-ideal learners and ambivalent learners). Except for those ambivalent learners, students’ ideal Chinese selves were positively associated with motivation to study Chinese. LPA models with external variables showed that high-ideal learners were the most engaged in learning, followed by ambivalent, moderate- and low-ideal learners. High-ideal learners had significantly higher Chinese reading test scores than low-ideal learners, but not the other two groups. Meanwhile, parent-child Chinese reading activity was the most effective predictor of students’ group memberships, whereas number of Chinese books at home the least effective. Practice or Policy: The results affirm the important role of parental support in young L2 learners’ learning, suggesting that parents should spend time reading with their children to increase the kids’ motivation, learning engagement, and academic performance.