First Year Of Elementary School Research Articles

Perspectives on research: an analysis of the textbook Ápis (3rd year of elementary school)

This work aims to discursively analyze the use of the term “research” in Portuguese language textbooks from the first years of elementary school. Thus, as a corpus of analysis, we chose volume three of the collection for teaching Portuguese Language named Ápis, which was approved in the PNLD's 2019-2022. In addition to theoretically substantiating this work from authors of decolonial studies such as Mignolo (2020), Quijano (2007), among others, we are guided by Bakhtinian discourse studies to discuss the concept of language, as well as support the analysis of the material selected.

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL

The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.

부모의 우울과 사회경제적 지위 유형에 따른 아동의 문제행동, 학교적응과 가정환경자극 간의 차이

The purpose of this study is to examine the differences between parental depression,children's problem behavior according to socioeconomic status, school adaptation, and homeenvironmental stimulation in the first year of elementary school. For this purpose, data from 795children were analyzed using from the 8th year (2015) of [PSKC], which includes teacher-infantinteraction variables. Research results: First, the depression and socioeconomic status of parentswith children were classified into four types. Second, the externalizing problem behavior offirst-grade elementary school children was found to be highest in low-depression/low-income/low-agegroup 1. Third, school adaptation was found to be highest in group 4: medium depressed/highincome/high education. Fourth, reactivity among home environment stimuli was high in Types2 and 4 whose parents were highly educated. The approach used in this study is meaningful inthat it can be used as basic data for forming effective parent-child relationships, family supportand intervention measures by finding causes and alternatives for problem behavior and schooladaptation.

초등학교 1학년 담임교사의 ｢학교엄마｣로 살아가기

Objectives This study aims to understand the expertise of first-year elementary school teachers and to prepare basic data for finding desirable first-year education plans by examining the process of first-year elementary school teachers living as ｢school mothers｣.
 Methods From April 2021 to March 2022, data were collected through interviews with five first-year elementary school teachers in Seoul through semi-structured questions, and at the same time, educational experiences were organized and analyzed through qualitative analysis.
 Results First, 1st grade teachers showed different reactions, such as trembling with fear or calmness, depending on whether or not they had 1st grade education experience and the level of 1st grade teachers, as ‘preparatory ｢School Mothers’ dream of different dreams｣ right after the grade assignment. Second, as part of an effort to understand first-year children, they experienced transformation and roles as ｢school mothers｣. Third, while performing the role of ｢School Mother｣, she experienced hardships such as facing conflicts with children and parents. Fourth, through the growth of first-year children, they experienced joy and worth as a ｢school mother｣.
 Conclusions If a systematic teacher training and teacher training system is in place to enhance professionalism as a first grade teacher, and at the same time, if the lower grade teacher assignment system is also desirable, it will contribute to moving the first grade education in a more positive and professional direction.

Preventing the Development of Dyslexia: A Reply to Mather.

Because reading/writing is a fundamental tool for children's development, the main failure in its learning-developmental dyslexia-gives rise to many attempts to remediate. A recent remedy proposed by Mather (2022), published in Perceptual and Motor Skills [129(3), p. 468], is impressive through its radical nature and the extent of its consequences. It consists of delaying the teaching of writing to the age of 7-8 years, whereas, at present, most children in Western or comparable cultures learn to write even before compulsory school (generally at age six). In this article, I present a set of arguments whose addition and possible interaction lead, if not to reject, at least to restrict Mather's proposal. My arguments show both the inefficiency of Mather's proposal through two observational studies, its practical inapplicability in contemporary society, the importance of learning to write at least in the first year of elementary school, and the stinging past failure of a math reform of similar scope (i.e., learning to count). I also question the neurological theory underlying Mather's proposal, and, finally, I point out that, even if delaying learning to write were limited to students who Mather expects (at age six) to experience future dyslexia, this remedy would be inapplicable and probably ineffective.

Learning to Read in Arabic Diglossia: The Relation of Spoken and Standard Arabic Language in Kindergarten to Reading Skills in First Grade

ABSTRACT The contribution of linguistic skills to reading has been reported in different languages; however, this contribution varies according to the specific features of each language. Arabic is characterized by diglossia, i.e. the existence of two distinct varieties: Spoken Arabic (SpA) and Standard Arabic (StA). This study examined the extent to which linguistic components (phonemic awareness, vocabulary, morphological and syntactic knowledge) and orthographic knowledge of kindergartners (N = 261) predict future reading skills, i.e. word reading accuracy, fluency, and reading comprehension in the first year of elementary school (first grade). In addition, the relevant contributions of SpA and StA to reading skills were tested. The results revealed that while phonemic awareness, syntactic and orthographic knowledge significantly predicted almost all reading skills, morphological knowledge and vocabulary predicted only reading comprehension. In addition, hierarchical regression showed that the general index of StA linguistic measures predicted all reading measures, after controlling for orthographic knowledge and SpA linguistic measures. The results are discussed in relation to the critical role of StA in reading acquisition despite the difficulties of Arabic-speaking kindergartners in processing language in StA compared to SpA. The study emphasizes the influence of oral and written linguistic skills on reading acquisition in Arabic.

Pengaruh Integrasi Latihan Gerak Dasar Pendidikan Jasmani terhadap Perkembangan Motorik Siswa SD diMasa Pandemi Covid-19

Basic movement proficiency (FMS) is most successfully acquired during the early school years. This happens at the beginning and after 2.5 years of primary school physical education. The purpose of this study was to examine the effect of selected exercises on motor development in first year elementary school students in Jambi City, Indonesia. This research is semi-experimental in nature, carried out in the field and using experimental and control groups. The statistical population includes all first-year elementary school students in Jambi city (7523 students). Fifty-six of them were randomly selected (cluster stage) and then randomly divided into two groups: experiment (N=26, mean age=6.9 ± 0.55) and control (N=28, mean age). average = average = 6.9 ± 0.59). ). The experimental group was given training for eight weeks, 2 sessions per week and each session lasted 45 minutes. To measure motor development, the Test of Gross Motor Development edition 2 (TGMD-2) is used. Statistical analysis was performed using independent t-test and paired t-test. The results showed a statistically significant difference between the control and experimental groups regarding movement skills (8.637, P<0.05). In fact, the integration of basic motion exercises in physical education has an impact on their motor development. By integrating basic movement exercises, it can be used as an appropriate plan to improve the development of movement skills in first-year elementary school students.

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.

서울 초등학생의 역량 유형 분류 및 영향요인 분석

This study examined the latent structure of cognitive and social-emotional competencies of elementary school students and explored the effects of student-level and school-level factors by latent structure. For this purpose, 113 schools and 3,710 elementary school students’ data from the first-year elementary school panel (ES&B) of the Seoul Educational Longitudinal Study of Students (SELSS) 2020 were used and descriptive statistics and multilevel latent profile model analysis were conducted. The main analysis results are as follows. First, as a result of the analysis, four latent classes (all competencies below the average/emotional competency below the average/cognitive and social competencies below the average/all competencies above the average) were classified according to the cognitive and social-emotional competencies of elementary school students. It was confirmed that the “all competencies above the average” class showed a higher rate than other classes, but on the other hand, the proportion of the “all competencies below the average” class was not low. Second, school variables that influence the latent profiles included student atmosphere and the ratio of professional counselors, and it was confirmed that both variables could have a positive effect. Third, the student-level factors such as: gender (female students), friendship, class attitude, and socioeconomic status (SES) had a significant effect on the probability of belonging to the positive class. Based on the above results, possible directions of policy support were suggested.

The Relationship between Young Children's Graphomotor Skills and Their Environment: A Cross-Sectional Study.

The current study aimed to examine the unique contribution of personal and environmental factors to explain graphomotor skills in typically developing preschoolers and first-year elementary school students. A convenience sample of 136 Israeli children aged three-seven years was recruited. Graphomotor skills were assessed using the Gilboa Functional Test (GIFT); personal and environmental factors were assessed using a demographic questionnaire and the Home Literacy Experiences Questionnaire (HLEQ). A hierarchical multiple linear regression analysis revealed that home literacy and educational approach accounted for 43.1% of the variance of graphomotor skills (R2 = 40.4, p < 0.000), each providing a unique contribution to the explained variance after controlling for age, gender, and spoken language. Generally, our results supported the bioecological model, with proximal factors (home literacy and educational approach) having a greater influence on child graphomotor skills than distal factors (parental socioeconomic and immigration status). By highlighting the role of environmental factors in graphomotor development, these results can be used as a conceptual framework for developing early intervention programs.

Early care and education.

This chapter briefly reviews the history of early care and education (ECE) in the United States, the ECE conceptual frameworks, how ECE is organized, who uses ECE, and associations between ECE experiences and child outcomes. Nonparent care is now experienced by most children in the United States, with home-based care most common for infants and toddlers and center-based care for preschoolers. ECE settings that involve frequent and responsive teacher-child interactions and access to age-appropriate activities appear to promote children's cognitive and social development, although those associations tend to be quite modest. Publicly funded programs like Head Start and pre-kindergarten programs tend to serve children from low-income families, and are successful in promoting school readiness skills, especially early academic skills. However, the impacts of today's programs largely disappear in the first years of elementary school, and even flipped from being positive to negative in the methodologically most rigorous studies. Explanations for this fadeout are explored.

Influência da transparência e da opacidade na ortografia de fonemas fricativos.

Abstract Purpose (1) to verify to what extent the occurrence of possible errors is influenced by the relationship (opaque/transparent) between fricative phonemes and the graphemes with which they can be spelled; (2) verify the differences (if present or not) of relationship types among the phonemes that present common graphemic relationships. Methods We analyzed 750 textual productions from children in the first year of Elementary School (ES), and conducted a survey of the frequency of correct answers and errors in all fricative phonemes of Brazilian Portuguese (BP). Results The errors occurred in greater numbers in the group of phonemes with opaque spelling when compared with the number of errors in the group of phonemes with transparent spelling. In the first group, the errors showed a non-symmetrical behavior, since they varied according to the possibilities of graphemes for each phoneme. In the second group, the errors showed a symmetrical behavior. Conclusion Given the symmetry in the errors of the phonemes of the first group and the non-symmetry of those of the second group, our results point to a gradation in the occurrence of errors, which varies as a function of the transparency and degree of opacity in the relations between phonemes and graphemes of a same class.

IMPROVING HOME LITERACY SKILLS OF PARENTS DURING THE COVID-19 PANDEMIC

The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and literacy skills are stimulated for many children. The COVID-19 pandemic, which affected the whole world, has caused non-formal education to be carried out remotely and via digital tools to an unprecedented extent. This situation has necessitated parents to be more aware of the possibilities of the home environment and its impact on children and to better understand the importance of taking responsibility. However, very few scholars in this pandemic situation have pointed out how language and literacy opportunities can be offered in the home environment, which is the first place of education for children. Therefore, this study aims to increase parents' home literacy skills and attitudes in order to develop opportunities and resources for children's participation in literacy-related interactions. Over a semester, 11 preschool and 12 first-year elementary school parents participated in this action research from Buca district of Izmir province in Turkey. Before implementing the action plans, parental attitudes towards home literacy competencies were assessed using a semi-structured survey prepared by the researchers. After the action plan, the parents’ developmental status and attitudes towards home literacy were again evaluated with a semi-structured survey, and all data were analyzed using descriptive, percentage, frequency, and Cramer V analysis methods. According to the results, the action plan steps had a positive impact on raising awareness of the home literacy environment, building language and literacy activities, and supporting extension skills in essential language development (listening/watching, speaking, reading, and writing).

무용동작심리치료가 아동개인치료 과정에서 치료관계 변화에 관한 단일사례연구

This study is a single case study on the change in the therapeutic relationship between client therapists in the process of individual therapy for children through dance movement psychotherapy. The subject of the study is a male first-year elementary school student who was requested from the S local children's center in S city. The study period was from July 31, 2017 to January 22, 2018, with 20 weekly 60-minute programs. In this study, as a single case study method, the movement of the subject was properly observed based on LMA (Laban Movement Analysis). Explain the relationship between child-parent, child-therapist, and child parent-therapist, which are related variables in the child therapy process, and examine the relationship between child and therapist among each related variable through the treatment process of dance movement psychotherapy. We looked at how to approach children and how the client's children have changed. As a result of the study, it was found that according to the change in the relationship between the client and the therapist, dance movement psychotherapy has an effect on the subject's self-expression and emotional regulation. Variables are very important in the process of psychotherapy, and it is hoped that more diverse academic research will be conducted by examining the variables of the change in the therapeutic relationship between the client and the therapist.

Longitudinal trajectories of maternal parenting stress in Korean families: Children's executive function and school adjustment

AbstractA majority of mothers experience parenting stress in daily life; however high levels of maternal stress have been recognized as a risk factor for children's developmental outcomes. We examined trajectories of maternal parenting stress across childhood, and their longitudinal relations to children's executive function and school adjustment. Data were drawn from the Panel Study on Korean Children (PSKC), which included 1754 mothers across five waves measured at children ages 3, 4, 5, 6, and 7 (boys = 51%). Results of Latent Growth Curve Modeling (LGCM) revealed that, on average, maternal parenting stress decreased over time, but there were significant variabilities in the initial levels at age 3 and changes across early through middle childhood. High initial levels of stress and an increase in maternal parenting stress over time were associated with lower executive function at age 7 in planning‐organizing and attention concentration. An increment in maternal parenting stress over time was related to poorer school adjustment at age 7, measured by classroom behavior, positive approach to learning, and child‐peer and child‐teacher relationships. These findings support cultural commonality and may contribute to the instantiation of culturally universal, early preventions and interventions to support mothers’ mental health. Efforts aimed at reducing maternal parenting stress early in development may promote better long‐term developmental outcomes, including executive functioning and school adjustment of children in their first year of elementary school.

Changes and Paths of Children’s Happiness in Early Elementary School: Focusing on the Mediating Effects of Self-Esteem and the Moderating Effects of Gender

Objectives: This study aimed to identify changes in the children’s happiness and in the paths from their academic performances, school adjustment after elementary school entrance, and the mediating effects of self-esteem and moderating effects of gender.Methods: Data from 400 children were used from the 8th to the 10th wave of the Panel Study on Korean Children. Children answered questions about their happiness and self-esteem, and their teachers rated academic performance and school adjustment. The latent growth model, path analysis, boot-strapping, and multi-group analysis were used with AMOS.Results: Children’s happiness showed the 2nd-year-change model. Gender was a significant predictor of their initial happiness values. Paths to children’s happiness were different based on grade. First-graders’ happiness was directly explained by school adjustment and indirectly explained by their academic performance through self-esteem. Second-graders’ happiness was affected only by their self-esteem; the school adjustment also showed significant direct effects on happiness in the third grade. The mediating effects of children’s self-esteem on academic performance and happiness were only evident in the first year of school. Finally, children’s gender didn’t have any significant Δχ<sup>2</sup> differences in the path of all the grades.Conclusion: Children’s happiness starts at different levels by gender and increase after the first year of elementary school. Children have different paths to happiness depending on the grade. Self-esteem fully mediates academic performance and children’s happiness in the first-year of school, and school adjustment directly affects children’s happiness. Paths to children’s happiness are similar between boys and girls.

Bibliographic review of ENPEC meeting Minutes on the teaching of science in the first years of elementary school: continuing education for teacher

This article represents the expansion of an initial paper sent to the XIII ENPEC/2021 that aims to investigate how the continuing education for teachers (CET) working with young children on Natural Sciences (NS) has been historically carried out and presented in the editions of the National Meeting of Research in Science Education (ENPEC - 1997 to 2021). This is an exploratory research, of the bibliographic study type and was constituted from data from 14 complete papers, which were selected and analyzed in the light of Discursive Textual Analysis (DTA). In the categorization process, eight categories of analysis emerged: 1) training needs; 2) teaching concepts; 3) conceptions about training; 4) characteristics of the subjects; 5) training methodologies; 6) formative process and how the subjects felt; 7) direct results of training; and 8) post-formation (legacy), organized into three periods: pre-formative, formative and post-formative, interspersed with transitional units. After analyzing the works year by year, less than 1% of the papers published in this event and only 10% of the selected ones met the objectives of this research. The units of meaning representing the pre-formative period showed the deficiency in the initial training of educators in training, the importance of knowing the skills to work NS, planning, conducting and evaluating the teaching process, in addition to the importance of continuing the reflection process and teacher training. The two most pronounced characteristics among the educators in training were the need to deepen their conceptual knowledge in NS and the attempt to change their teaching methods after the group reflections. In the formative period, the teachers went through moments of reflection and reformulation of their practices, formation of concepts and changes in their vocabularies about NS. The direct results of the training showed that the educators in training were able to reflect on the action, face their problems, and change their attitude towards the teaching of NS, in addition to being motivated to create new strategies to achieve their goals in the classroom. In general, the researchers/trainers observed some methodological changes, safety to teach NS and the overcoming of some difficulties in the initial training of teachers, as well as a greater involvement of students during classes and the creation of collective spaces for discussion in Schools, which, until then, did not exist in these places. It is hoped that this work will contribute to researchers in the teaching area of NS in order to qualify their continuing education actions aimed at teachers in the early years, as well as to elucidate some gaps to be explored in research on the subject.

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.

The development of the cognate advantage from elementary to middle school years in French-English bilinguals attending a dual language program in France

ABSTRACT The cognate advantage in bilingual children varies in strength across groups and individuals, in particular on receptive measures (e.g. picture-identification). This variation may be due to children’s developing ability to benefit from cognates in such tasks, yet longitudinal studies of this phenomenon, especially with older children, are rare. Using longitudinal and cross-sectional analyses of picture-identification performance in French and English from 37 bilingual children attending a dual language program in France, this study investigates the cognate advantage across a wide range of ages (6–13 years old). The influence of children’s relative exposure on the cognate advantage is also investigated. We find that significant differences in cognate versus non-cognate performance emerge only after the first years of elementary school. Children show marked growth in late elementary and middle school years, but only on the English task. The strength of the cognate advantage in picture-ID is inversely related to exposure to that language. These findings are discussed in relation to the nature of these children’s exposure and properties of cognates in the two languages. Implications for dual language pedagogy are also discussed.

ENVIRONMENTAL EDUCATION

We can observe that, at present, the social body suffers from the dilemma of the excess of the inadequate corollary creation of solid waste. This excessive amount of waste has been worrisome because, if not properly collected and disposed of, it causes serious consequences to health and the environment. Thus, the reluctance of the non-management of solid waste is numerous and includes environmental, economic, social, and health aspects. In this scenario, it is clear that waste cannot be completely eliminated; however, it is possible to decrease it by reducing the amount of waste and recycling as much as possible. It is true that the contemporary world is characterized by an almost constant state of crisis, however, to recycle or reuse has the sense to restrain what is used, to limit waste and residues, to protect the environment, to conserve and defend the ecosystem. For this, there is a need to moderate this expressed consumption, not only to use what is necessary, but also to reuse what is possible. The optics of the "3R's" concept aims to contain the ecosystemic shock with applicability to the development of new products. In this sense, it is essential to emphasize education, as an agent of change, for the development of people into informed and active citizens. In view of the above, the objective of this work was to observe, the perception of children in the first year of elementary school about the environment to, subsequently, make them aware in a critical and reflective way of how we relate to each other and how we can improve our environment through the reduction and reuse of waste. The concept of the three Rs in this case study was used, therefore, to clarify and promote reflection regarding excessive shopping, the reuse of what would go to waste such as cans, cardboard, bottles among others, and finally, to offer the possibility of converting items no longer used into other creations. This study contributed to the awareness and preservation of the environment and its didactic-pedagogical sequence promoted progression in the visuomotor, motor, motor, playful, affective, and critical-reflexive aspects, for the promotion of the acquisition and strengthening of competencies and skills.