First-grade Pupils Research Articles

Becoming a Climate Change Educator: First-grade Pupils’ Action Research

This paper presents the results of the action research conducted by the research team in 2022-2023 with first-grade pupils at one Vilnius primary school in Lithuania. Primary, the action research aimed to improve the teaching practice of a primary school teacher on the topic of climate change and also develop her professional competence in climate change education; secondary, stimulate the learning process and possible actions for first-grade children on tackling climate change. The study reveals the learning process of the primary school teacher who integrated a series of 14 climate change lessons the research team created, her learning outcomes, and the main challenges she faced during the process. The results highlight specific changes that are taking place in the teacher‘s daily practice that are also undoubtedly leading to an increase in first-grade pupils‘ awareness of climate change topics. The study highlights a key aspect: becoming a climate change educator means developing her professional competence to work on climate change and developing a personal relationship with climate change phenomenon that moves beyond the classroom environment. The development of a personal relationship with climate change brings to the forefront the teacher‘s awareness of the need for climate change education at school to reduce the destructive activities of human beings in relation to the planet and mitigate the effects of human-induced climate change.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.

The Effect of Visual Reasoning on Arithmetic Word Problem Solving

First-grade students often encounter challenges in understanding and solving arithmetic word problems due to their limited reading comprehension abilities. Despite these difficulties, students may employ arbitrary strategies, such as combining numbers based on specific keywords, even if they lack a full understanding of the problems. Research suggests that effective mathematical reasoning involves the use of visual mental representations during the problem-solving process. To address this, some studies have explored methods to enhance students’ comprehension of word problems. Building on this, the current study explores the impact of first-grade pupils creating visual representations of problem situations on their comprehension and the number of correct solutions. In a typical math class, 45 first graders received a paper-and-pencil task, and, in a visual context, they solved similar problems after reading and illustrating the situation. The findings reveal that while most participants correctly represented the problem situations through drawing, about half struggled to determine the numeric solutions. Nevertheless, the visual context led to an increase in the number of correct problem solutions compared to the normal context, suggesting the potential benefits of incorporating visual representations in enhancing comprehension and problem-solving skills.

Teachers’ Collaboration with Parents of First-Grade Pupils during the COVID-19 Pandemic

This qualitative study aimed to enhance our comprehension of how first-grade teachers communicated and collaborated with the parents of their pupils during the COVID-19 pandemic. Participants’ experiences of teacher-parent communication were gathered using semi-structured in-depth non-directive interviews, which yielded three patterns: pressure; positive, enjoyable communication; and communication difficulties. Recognizing the significance of maintaining ongoing communication with parents, especially for young children, teachers remained committed and attentive, taking the initiative to establish platforms that facilitated communication. The study acknowledges its limitations and suggests future research opportunities to further deepen our understanding of the two-way dialogue between teachers and parents of first graders, who often bear significant concerns as their children enter the education system.

Retention Process of Gymnastics Skills in Young School-Aged Children

The assessment of the level of motor skills in the retention phase is done to determine the impact of the process of motor learning on the process of memorization, and thus on the automation of motor skills. This study aimed at determining the differences in the levels of some gymnastics skills in retention points after different retention intervals. The sample of respondents consisted of a total of 56 first-grade pupils (6.5 years±6 months). The sample of variables consisted of 12 simpler gymnastics skills that were assessed by three independent judges on a 5-point Likert scale. After an experimental gymnastics treatment lasting for 9 months, the subjects were tested two months, and four years post treatment. Trends in the quality of skills retention can be organized into several groups: the first group of skills did not show the differences between different measurement points; however, in the second group, a significant deterioration in performance between measurement points was noted. The third group of skills, structurally the most complex one, showed the differences only after 4 years of the retention period. It can be concluded that no link between the skills has been established, which would precisely define the causes of different trends regarding the decrease in the level of skills. Namely, for some skills, a retention period of two months was sufficient to determine the actual level of acquisition, while some skills required a significantly longer time, in our case 4 years, to determine the actual level of their acquisition.

RESEARCH ON SOME ANTHROPOMETRICAL MEASURES AND INDEXES OF FIRST-GRADE PUPILS OF KINH, KHMER, AND CHAMPA ETHNICS IN THE MEKONG DELTA

Background: the anthropometrical measures and indexes are essential elements in research on human development. Measuring the measurement of the human physique to identify the developmental rules has been studied for a long time and in many places worldwide. Objectives: to confirm the anthropometrical measurement and indexes of first-grade pupils of Kinh, Khmer, and Champa folk in the Mekong Delta. Materials and methods: a cross-sectional descriptive study of 1694 first-grade pupils at elementary, middle, and high school in the Mekong Delta from September 2020 to June 2021. The sample size was selected according to the cluster sampling method. Results: The number of males and females was not significantly different. The proportion of children of the Kinh and Khmer ethnic groups is similar and superior to the Champa ethnic group. At the elementary and middle school, the Kinh ethnic boys and girls’ weight is highest (p<0,05). Until high school, the Kinh ethnic pupils’ weight was lower than the Khmer or Champa ethnic pupils’ (p<0,05). At the same age and same sex, we recorded that the children's weight was 3-10kg higher than that reported by the Department of Medicine, Dentistry and Pharmacy at Can Tho University in 1999 (p<0.05). The Kinh ethnic pupils’ vertical and sitting height is higher than the others (p<0,05). The nutritional status of children in Can Tho has gradually improved compared with the study of Le Dinh Van in Thua Thien Hue and the WHO report in 2007. Almost BMI indexes in first-grade pupils of elementary and middle school are <18,5. The nutritional status of students of all ethnicities improved significantly when they reached the age of 15. Our Skelie indexes show that almost boys and girls have long legs, outperforming Le Dinh Van's results and the Faculty of Medicine, Dentistry and Pharmacy report at Can Tho University in 1999 (p<0.05). QVC is only relatively accurate in older children aged 16 years or older, so our results are for reference only. Conclusions: Most measurements and anthropometric indices were higher in boys than in girls (p<0.05). The Kinh ethnic pupils’ anthropometrical measures and indexes are higher than the Khmer or Champa ethnic pupils’ ones at the first grade of elementary and middle school, but they are lower than the others in the first grade of high school. Measurements and anthropometric indexes of primary school students improved significantly compared to previous studies (p<0.05). The growth in height, especially the length of the lower limbs, is clearly improved.

Correlations and Regression of the Initial and Final Sound on Reading Words in the Slovenian Language

The level of pupils’ acquired phonological awareness at the beginning of the 1st grade of primary school presupposes a high probability of ability to perform an initial reading. The purpose of the study was to check the correlation and regression between the initial and the final sound and reading words in the Slovenian language. Accordingly, 192 first-grade pupils were included in the sample. The purpose of the study was to check the correlation and regression between the initial and the final sound and reading of the words. The importance of the findings highlights the promotion of voice awareness in kindergarten.

Функциональное состояние организма младших школьников при использовании электронных средств обучения

Aim: to provide a physiological hygienic basis and regulation for using interactive panels (IP) in class to ensure safe learning in the digital environment. Patients and Methods: the following goals were set: (1) to compare the effects of interactive panels versus school board on the functional state of the body (FSB) of schoolchildren; (2) to analyze FSB of schoolchildren after classes with various duration of IP use. FSB of schoolchildren (mental and visual performance) in classes with the use of IPs (experimental class, n=28) or a classic chalk board (control class, n=26) were compared. A complex of hygienic, physiological, and statistical methods was applied. Results: based on a comparative analysis of mental capacity (MC) indicators of two classes, the tendency of lessons with the use of IPs showed the obvious and excessive fatigue more commonly registered among first-grade pupils (p<0.05), and the number of characters viewed in tests was decreased. The integral performance indicator of the class team changed more significantly after lessons with the use of IPs, reflecting the prevalence of "unsatisfactory" and "poor" proportions of performed proofreading tests over the number of "excellent" and "good". The specified indicator in the experimental class, being twice as high at the beginning of the school day, became 2 times lower by the end of classes versus the control class. The decrease in the parameters of the critical flicker fusion frequency (CFFF), indicating a deterioration in the functional state of the visual system, was more noticeable in the experimental class (p<0.01). The analysis of the average weekly MC indicators also revealed that the control class made fewer mistakes in the tests, they had significantly fewer signs of obvious and excessive fatigue. Conclusion: schoolchildren with unregulated use of IPs (versus the control class equipped with the classic chalk board) commonly had adverse indicators of mental and visual performance. The permissible time for the use of IPs during the lesson was justified, the excess of which leads to a significantly more negative trend among children’s FSB indicators. KEYWORDS: prevention, schoolchildren, hygienic regulations, excessive fatigue, interactive panels. FOR CITATION: Alexandrova I.E., Ayzatova M.V. Functional state of the body of elementary schoolchildren when using e-learning tools. Russian Journal of Woman and Child Health. 2022;5(2):157–163 (in Russ.). DOI: 10.32364/2618-8430-2022-5-2-157-163.

Оценка эффективности и безопасности интерферона α-2b в профилактике острых респираторных инфекций (в том числе COVID-19) у детей в Узбекистане

Objective. To study the preventive efficacy and safety of interferon α-2b (IFN-α2b) with antioxidants against acute respiratory viral infections (ARVI) among children in Uzbekistan during the COVID-19 pandemic. Patients and methods. An open-label prospective observational study included 300 first-grade pupils (age 6–7 years) from schools in Tashkent (Uzbekistan). Children were evenly divided into three groups: the first and second (study) groups from different schools received IFN-α2b (Viferon® gel for external and local use, 36,000 IU/g); the third group (control) did not receive the medication. The main criteria for assessing the effectiveness of prevention were the incidence of ARVI within 3 months after inclusion in the study, duration and severity of clinical symptoms of the disease, and the frequency of adverse events associated with the use of the study medication. Results. Observation after 30 to 90 days from the beginning of treatment showed a statistically significant increase in the proportion of ARVI cases in the control group compared to the study groups where Viferon® gel was used. The average duration of the febrile period in children with ARVI in the first group was the lowest and amounted to 3.1 ± 0.4 days, in the second group – 3.8 ± 0.5 days, in the third group – 5.4 ± 1.1 days (p1–3 = 0.002 and p2–3 = 0.003, Mann–Whitney U test with adjustment to multiple comparisons). Also, the duration of intoxication symptoms and catarrhal phenomena in children with ARVI in the groups receiving IFN-α2b was significantly shorter than in the control group. No cases of COVID-19 were registered in the study groups during the entire period of observation, while in the control group, markers of infection were detected in 30 children. There were no adverse events associated with the administration of IFN-α2b (Viferon® gel for external and local use 36,000 IU/g). Conclusion. In children who received IFN-α2b with antioxidants, a statistically significant decrease in ARVI episodes was found, as well as rapid relief of intoxication symptoms and catarrhal phenomena in the event of disease. The pronounced effectiveness and the absence of adverse events give reason to recommend the use of Viferon® gel for the prevention of acute respiratory viral infections, as well as COVID-19 in children. Key words: interferon α-2b, antioxidants, prevention of acute respiratory viral infections, children

Neuropsychological Support for Teaching Young School-Age Children Annotation

The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

The Effectiveness of Using Contextualism in the Development of Written Expression Skills of Preparatory Linguistically-Gifted Pupils

The aim of the current research is to develop the skills of creative written expression among middle school pupils (linguistically gifted preparatory first grade pupils) through a strategy based on contextualism theory. To achieve the aim of the research، the researchers followed both the descriptive approach and the experimental one-group approach. The research group consisted of a group of linguistically gifted first-grade pupils، whose number reached (37) male and female pupils، where they were selected according to the tools of detection and identification of gifted pupils identified in the current research. The two researchers prepared a List of characteristics of linguistically gifted students، a list of creative writing expression skills suitable for first grade linguistically gifted preparatory pupils، and tested creative writing expression skills for first grade linguistically gifted intermediate pupils. The teacher's guide on creative expression topics was prepared according to the proposed contextualism-based strategy، and the student's book on creative expression topics according to the proposed contextual-based strategy. The research concluded the effectiveness of the proposed strategy in developing creative writing expression skills at the level of (fluency - flexibility - originality). Where the differences were statistically significant at a level of significance (0.01) in favor of the post application in the test of creative writing for first-grade intermediate pupils who were linguistically gifted، and the size of the impact of the strategy was large. In light of the results of the current research، the research recommended the following: - Carrying out more studies concerned with creative written expression and developing his skills، as well as including the detection of language errors in creative written expression. - Use modern strategies in teaching expression، and raise the efficiency of teachers by holding periodic courses for them on how to use these strategies. - Attention to the areas of creative written expression that concern students، or relate to their lives، and present them to them. - Arabic language books include some topics of creative written expression. - Giving the share of expression adequate attention from the Ministry of Education، and explaining the importance of expression in their lives. Leave students free to choose topics that suit their preferences and desires under the guidance of their teachers، and provide guidance if necessary.

Creative writing expression skills and their availability among linguistically gifted middle school students

The aim of the current research is to determine the appropriate creative writing expression skills for linguistically gifted middle school students (first grade of middle school) and know their availability. To achieve the goal of the research, the researchers followed each of the descriptive approach when reviewing previous studies and preparing the theoretical framework, and the experimental one-group approach when applying Research tools, and the search group consisted of linguistically gifted first-grade pupils, and their number reached (37) male and female students. They were selected according to the linguistically gifted student identification and detection tools identified in the current research. The two researchers prepared a list of the characteristics of linguistically gifted pupils (cognitive - emotional - linguistic), numbering (56), and the other with the skills of creative writing expression appropriate for the first grade linguistically gifted preparatory students, which number (14) skills, and tested the skills of creative writing for the first graders of the gifted middle school. Linguistically. By applying the prepared test, the research found the weakness of the creative writing skills of first grade, linguistically gifted middle school pupils at levels of (fluency - flexibility - originality).

Traumatic dental injuries and pulp sequelae in an adolescent population.

Traumatic dental injuries (TDI) occur frequently and may result in pulp sequelae. This includes pulp necrosis with infection, pulp canal obliteration and root resorption. The aim of this study was to assess the prevalence and risk factors of pulp sequelae after TDI among Norwegian adolescents. A retrospective longitudinal study, including historical clinical data, was conducted with 16-year-old pupils in western Norway. All first-grade pupils, born in 1997 (n=5184), attending public high schools, were invited to participate and to respond to an electronically administered closed-ended questionnaire (response rate 39.6%, n=2055). Consent was given to access the dental records in the Public Dental Health Service in Hordaland, where information regarding TDI (diagnosis and treatment) and radiographs were interpreted. Only TDIs to anterior teeth were recorded (canine to canine in the maxilla and mandible). Outcome variables of TDI were registered and analysed using logistic regression, Kaplan-Meier survival estimates and log-rank test. The prevalence of TDI in the sample population was 16.4% (338 pupils), with a total of 637 teeth involved. The number of included teeth for analysis was 571 (90.5%). The prevalence of pulp necrosis with infection was 7.5%. Moderate and severe TDI was associated with a higher frequency of pulp necrosis with infection. Pulp canal obliteration and root resorption were found in 2.8% and 2.3% of teeth with TDI, respectively. Dental hard tissue injuries were more prone to the development of pulp necrosis than luxation injuries and combination injuries. The relationship between root development stage and development of pulp necrosis with infection was not statistically significant. Occurrence of different pulp sequelae among teeth affected with TDI was low. Moderate and severe TDI were more at risk of developing pulpal complications and hard tissue injuries were at higher risk of developing pulp necrosis with infection.

Parental Involvement in Early Second Language Learning: The Role of the Immediate Environment

The home environment, school environment, parents' attitudes, motivation towards second language learning and teachers are some factors that can affect children’s development in second language learning. Moreover, parents' supervision aside children's support is essential during the learning stage. This study aimed at exploring the influence of parental involvement in their children's' second language learning. Parents of first-grade primary school pupils enrolled at selected private schools located in the Turkish Republic of Northern Cyprus were selected and 150 structured questionnaires were administered and retrieved. The research subsequently employed PLS-SEM for the structural model analysis study with the use of SmartPLS 3. The influence of income level, marital status, and parents' educational level was investigated through the use of multi-group analysis (MGA). It was found in the study that parents' educational level significantly moderate the relationship between method employed by parents and their source of motivation in their children's second language learning stage. Moreover, it was found that methods employed by the parents and their source of motivation influence the child second language learning, also a statistically significant relation was found between these variables.

Emotional Responses to Reading in the First Grade - The “L.E.R. Cãofiante” Project

Abstract The “L.E.R. Cãofiante”* project was implemented with first-grade pupils who took part in reading sessions animated by a librarian in partnership with her dogs. The goal was to evaluate the effect of this intervention on children’s emotions regarding reading (enjoyment, anxiety, boredom). The participants were 80 children (47 in the Intervention Group (IG); 33 in the Comparison Group (CG)). Parents and teachers answered a questionnaire about children’s involvement, and the children answered one about reading emotions. For data processing, repeated measures ANOVA was used along with content analysis of the answers to the questionnaires. The results showed different emotional profiles of children in the IG and the CG, mostly regarding enjoyment, which increased in the IG. Data from parents and teachers corroborated this conclusion, emphasising positive experiences which allowed an understanding of the role of dogs in children’s enjoyment and interest in reading.

Исследование индивидуальных достижений первоклассников в процессе воспитания у них гражданских качеств

The article reveals the theoretical foundations of civic education of primary school students. The author’s program is presented for diagnosing the level of formation of first-grade pupils of civic qualities, developed on the basis of the teaching methods of the “World-Around-Us” course, which includes three sections: “Representations about yourself and your country”; “Folk culture”; “Personal development”. A diagnostic toolkit is presented, consisting of questions for a conversation with a child, practical tasks, and an observation plan conducted by the teacher. The results of a regional study are analyzed and summarized, allowing to evaluate, taking into account the initial and final diagnostics, the individual progress of the student achieved in the first year of education in becoming him as a citizen of his country.

Lvivska oblast as an educational center: development preconditions and directions

The paper evaluates the capacity and defines the development directions for Lvivska oblast as an educational center. The place of education in the GRP of Lvivska oblast and dynamics of employed in science in the region in 2012-2018 are analyzed. The reasons for professional and qualification misbalance at the labor market of Lvivska oblast are examined. The trends that characterize the demographic situation in Lvivska oblast and their socio-demographic consequences for the nearest future are determined. The falling birth rate causes the reduced need for places in pre-school establishments and the annual decline in the number of first-grade pupils, thus leading to the falling number of the working-age population and workforce deficit as well as growing demographic load on the working population. Structural changes in the population distribution by the type of settlement testify to the activation of urbanization processes. The ongoing spatial redistribution of children within the region will lead to misbalances in the load on the educational infrastructure. The gradual decline in the number of persons studying in the general secondary education and vocational establishments and growing number of students in higher education establishments are emphasized. The dynamics of the number of educational facilities and consumers of educational services in the region is analyzed, and the falling number of educational facilities of all levels (excluding the pre-school one) in 2012-2019 is emphasized. The results of the external independent evaluation on Ukrainian language and literature of the 2019 graduates in Lvivska oblast by the types of educational establishments. Transformation processes in higher education are examined, including the optimization of the number of educational establishments, quick development of large universities, losing the positions by small establishments with lower quality of services, and growing education level. A hub is suggested to be used as an organizational ground for the development of an educational domain in the region.

Is There a Role of Using a Rapid Finger Prick Antibody Test in Screening for Celiac Disease in Children?

Introduction Celiac disease (CD) is an autoimmune disease triggered by gluten in genetically predisposed individuals. Despite the increasing prevalence of CD, many patients remain undiagnosed. Standard serology tests are expensive and invasive, so several point-of-care tests (POC) for CD have been developed. We aimed to determine the prevalence of CD in first-grade pupils in Primorje-Gorski Kotar County, Croatia, using a POC test. Methods A Biocard celiac test that detects IgA antibodies to tissue transglutaminase in whole blood was used to screen for celiac disease in healthy first-grade children born in 2011 and 2012 who consumed gluten without restrictions. Results 1478 children were tested, and none of them were tested positive with a rapid test. In 10 children (0,6%), IgA deficiency has been suspected; only 4 of them agreed to be tested further for total IgA, anti-tTG, and anti-DGP antibodies. IgA deficiency was confirmed in 3 patients, and in all 4 children, CD has been excluded. Conclusion Our results have not confirmed the usefulness of the POC test in screening the general population of first-grade schoolchildren. Further research is needed to establish the true epidemiology of CD in Primorje-Gorski Kotar County and to confirm the value of the rapid test in comparison with standard antibody CD testing.

Exploring iPad Integration in Primary Schools: The Interaction of Policy-Initiated Reforms, Availability Assemblages, and Non-Digital Materials

This article looks at the introduction of a new learning app for iPads with first-grade pupils in two Norwegian primary schools. Both schools were engaged in digital literacy initiatives at the time of this study, which in one case included an 1:1 iPad initiative. While one school achieved almost seamless integration of iPad practices, the other encountered a range of challenges and tensions in this regard. The article explores how the two schools differed in their adoption of iPads, as well as the practices that emerged. Drawing on actor network theory (ANT), the analysis illustrates how the iPad is enacted through an amalgamation of policy, available technology, and the existing materials in a school’s local surroundings. (Keywords: iPad, technology integration, ICT policy, primary school, actor network theory)

Traumatic dental injuries and experiences along the life course - a study among 16-yr-old pupils in western Norway.

The study assessed risk factors for traumatic dental injuries (TDI) using experiences along the life course. A retrospective longitudinal study, including historical clinical data, was conducted on 16-yr-old pupils in western Norway. All first-grade pupils born in 1997 and attending public high schools were invited to participate (n=5,184). Participants responded to an electronically administered closed-ended questionnaire (39.6%, n=2,055). Information on the occurrence of TDI and events during the life course (categorized as socio-economic, biological, psychosocial, and behavioural indicators) was collected. Variables with a significant bivariate association with three different dependent variables (TDI, severity of TDI, and multiple episodes of TDI) were tested in a hierarchical logistic regression analysis. Traumatic dental injuries were more frequent among boys, adolescents of higher socio-economic status, and adolescents with adverse psychosocial and behavioural scores. Moderate and severe TDIs were more frequent among adolescents with adverse psychosocial and behavioural scores and among adolescents participating in the sport of wrestling. Multiple episodes of TDI were more frequent among adolescents with adverse psychosocial and behavioural scores and among adolescents participating in sports activities. Incorporation of different life-course indicators is important in evaluating TDI severity and repeated incidents.