First Year Of Elementary School Research Articles

An effect on the Cognitive Behavior Program of Takwondo to Treat Aggressive Behaviors in Elementary Students

The object of this study is to examine the effect of cognitive behavior program on elementary school students’ aggressiveness when the program is applied to Taekwondo practices. The target group of the study is 12 boys, who started learning Taekwondo and are enrolled in first year of elementary school, located in Daegu province of Korea. During their Taekwondo practices, twice a week for 10 weeks, thus, in total 20 sessions of cognitive behavior program was conducted. The aggressiveness and K-CBCL test was carried out both before and after the program. The SPSS 20 program was used to process the collected data. To verify the construct validity of the collected data, exploratory factor analysis was used and to check the reliability, reliability test was conducted. The results indicate that overall aggressiveness, physical aggressiveness, verbal aggressiveness, indirect aggressiveness, pessimistic personality and excitement decreased after 20 sessions of the program. Overall aggressiveness (p=0.003) and physical aggressiveness (p=0.026) verbal aggressiveness (p=0.007) show statistically significant difference between before and after the program. K-CBCL decreased after the program, and was statistically significant (p=0.027). The following conclusion may be drawn from the results. Frist, cognitive behavior program through Taekwondo practices have significant effect on decreasing elementary school students’ aggressiveness, especially physical and verbal aggressiveness. Second, the program also has decreasing effect on K-CBCL. That is, cognitive behavior program through Taekwondo practices help release stress by way of physical exercise, help students to control their emotions and to find solutions to their problems. Therefore, programs which may enhance communication between parents and children, and are easily understandable by students need to be developed.

PERCEPÇÕES DOS PROFESSORES DOS ANOS INICIAIS DE ÁLVARES MACHADO SOBRE A UTILIZAÇÃO DOS SISTEMAS APOSTILADOS DE ENSINO

O artigo, parte da dissertação de mestrado “Sistemas apostilados de ensinos: as percepções dos professores dos anos iniciais do Ensino Fundamental de Álvares Machado-SP” analisa as percepções dos professores dos Anos Iniciais do Ensino Fundamental, da Rede Municipal de Ensino de Álvares Machado-SP, sobre a utilização de um Sistema Apostilado de Ensino (SAE) na sala de aula. Sob uma abordagem qualitativa, a pesquisa constituiu-se como um estudo de caso, e a coleta de dados foi feita por meio de questionários aplicados a trinta e seis professores e interpretados metodologicamente a partir da “análise de conteúdo”. Os resultados indicaram que a maioria dos professores tem uma percepção positiva em relação à utilização do SAE. Recomenda-se aos elaboradores das políticas educacionais municipais, aos conselhos municipais, às instituições formadoras, aos gestores escolares e aos professores, que fortaleçam os espaços de discussões e debates para melhor definir as políticas públicas municipais, refletindo sobre as parcerias público-privadas. http://dx.doi.org/10.14572/nuances.v26i0.2819

School Performance and Neurodevelopment of Very Low Birth Weight Preterm Infants: First Report From Turkey.

Very low birth weight preterm infants are under significant risk of neurologic, developmental, and somatic problems. In this study, 90 infants born with a birth weight <1500 g and/or with a gestational age <32 weeks were evaluated after the first year of elementary school to assess neurodevelopment. The Wechsler Intelligence Scale for Children-Revised (WISC-R) test, Pediatric Symptom Checklist, and Parent Evaluation of Developmental Status were performed. Mental retardation, cerebral palsy, blindness, epilepsy, and posthemorrhagic hydrocephaly incidences were 14%, 7%, 2%, 5%, and 2%, respectively. The WISC-R score of 32 patients (35.5%) were below 85. Perinatal asphyxia, abnormal neurologic examination, and delayed or impaired speech correlated significantly with low WISC-R scores. Education and income of the father had positive impact on WISC-R scores (P = .042 and P = .026). Parents' concern and presence of cognitive problems were correlated (P = .026). Environmental factors, as well as the prevention of morbidity, affected school performance positively.

A CRIANÇA DE SEIS ANOS NO ENSINO FUNDAMENTAL: PRODUÇÃO DO CONHECIMENTO EM TESES E DISSERTAÇÕES

Esta pesquisa trata do ingresso da criança de seis anos no Ensino Fundamental e apresenta como objeto de estudo as produções acadêmicas entre os anos de 2006 e 2011. Estabelece como objetivo central: identificar nas produções dos programas de pós-graduação de Educação como o Ensino Fundamental de nove anos têm sido implementado em relação aos sujeitos escolares. O interesse em investigar tal tema adveio da constatação de que os descompassos decorrentes do ingresso das crianças de seis anos no primeiro ano do Ensino Fundamental estão gerando diversos paradoxos propícios para reflexões na forma de conceber a educação para a infância. A investigação de natureza qualitativa adotou como metodologia a pesquisa bibliográfica e analisou 42 dissertações e 4 teses localizadas em diferentes bancos de dados. Os resultados problematizaram que, diferentemente do que prescrevem os documentos oficiais, as mudanças foram ínfimas em relação ao currículo e às práticas destinadas as crianças de seis anos. http://dx.doi.org/10.14572/nuances.v26i0.2783

O desenvolvimento de conceitos na cognição e na linguagem

&lt;p&gt;O Grupo de Pesquisa Desenvolvimento Humano e Educação (Grudhe) tem como foco o desenvolvimento da criança na educação infantil e no primeiro segmento do ensino fundamental. A partir de um referencial socio-histórico, buscamos estudar como as crianças aprendem conceitos a partir de suas interações diárias no ambiente escolar. Os estudos realizados no Grudhe desde sua fundação, no ano de 2009, começaram com a investigação do desenvolvimento de conceitos temporais na educação infantil conjugado a um programa de intervenção junto aos professores e às crianças (2008-2009). Em seguida, nossos estudos se expandiram para abranger o primeiro segmento do ensino fundamental, focando desenvolver um instrumento de avaliação do conhecimento temporal das crianças. Ali também houve um programa de intervenção avaliado a partir de pré e pós-testes (2010-2011). Paralelamente, um estudo em colaboração com Vasconcellos e Daiute (2012) teve como foco os conceitos de favela, comunidade e risco entre professoras de educação infantil que atuam em creches situadas em áreas de risco.&lt;/p&gt;

Stability of parent-reported food allergy in six and 7-year-old children: the first 5 years of the Finnish allergy programme.

The Finnish national allergy programme was introduced in 2008 to decrease the burden of allergy in the population. This study, carried out in 2013, evaluated the prevalence of parent-reported food allergies, treated with an avoidance diet until early school age, and discussed the rates in relation to those found in an identical study in 2009. School health nurses used a structured questionnaire to interview the parents of 1653 children aged of six or seven in the first year of elementary school. The criterion for a parent-reported food allergy was that the parents considered it necessary for their child to follow an avoidance diet at school. In 2013, 6.1% of the children were allergic to at least one food and 2.5% of the children were allergic to basic foods, such as cows' milk, eggs and wheat, compared with 2.7% in 2009. A significant decrease was seen in allergies to nuts, fruits and vegetables. Parent-reported allergies to basic foods, such as cow's milk, eggs and wheat, remained rather stable in first graders of elementary schools during the first 5 years of the Finnish national allergy programme, but allergies to nuts, fruits and vegetables decreased.

A DIMENSÃO LÚDICA DESAFIA A PRÁTICA DOCENTE NO PRIMEIRO ANO DO ENSINO FUNDAMENTAL DE NOVE ANOS

We present the results of Master’s degree study that aimed to investigate the characteristics of pedagogical work developed by teachers with children in the first year of elementary school. Through a case study, it presents an analysis of the dimensions that emerged from the data processing: the playful. The documents published by the MEC propose a reformulation of the pedagogical proposal by schools and school systems, to implement the nine-year elementary school, observing, with regard to the early years, the importance of playfulness, respectfor childhood and its various expressions. The data demonstrate that play, while revered by teachers, is also mistakenly seen as a teaching strategy/method, as abreak/rest in the teaching and learning of content, or as a tool for encouraging study.

Validity and bias of academic achievement measures in the first year of elementary school

We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS and MLTs can be predicted by external criteria collected at kindergarten and (2) to estimate the degree to which each measure might be biased by family, teacher and children's characteristics. A total of 239 children were assessed during kindergarten. At the end of the first grade, they were tested for social-emotional adjustment and academic achievement (TRS and MLTs). Results suggest that family socioeconomic status and children's school readiness at kindergarten were associated with both measures; however, the predictors accounted for significantly more variance in TRS than in MLTs. Regarding the presence of bias, results indicate that TRS seems more sensitive to children's social competence, whereas the MLTs appears to be more sensitive to pupils' anxiety.

Japanese children's suprasegmental imitation capability of English rhythm

This study reports on an acoustic analysis of L2 Japanese child learners' English rhythmic imitation capabilities. The participants for this study were Japanese fifth and sixth graders, all of whom had been taking English language classes since their first year of elementary school. Rhythmic chants were employed as a means to elicit oral production owing to their frequent use in the EFL classroom. Nine English sentences (including two to six stressed syllables, four downbeat sentences and five upbeat sentences) were employed in the collection of a rebus rhyme and in consideration of word familiarity. In the first of two parts of the experiment, the participants shadowed back the test sentences following the experimenter's model pronunciation. In the second part, the experimenter showed picture cards related to the test sentences during the participants' imitation of the experimenter's utterance. During both tests, the experimenter tapped rhythm in time to each participant's utterance of stressed syllables instead of using automatic rhythmic machine. Acoustic analyses and Cluster analysis were used to discriminate between the native-like rhythmic and non-native groups, and profile the 5th and 6th grade groups. Overall, the findings have clear implications for the teaching of English rhythm to moraic language speaking children.

Representações sociais de professoras sobre a língua portuguesa na escola

A presente produção consiste em um trabalho que busca valorizar a profissão docente que se processa nos primeiros anos do ensino fundamental, a partir da identificação e de compreensões das representações sociais de professoras sobre o processo de ensino-aprendizagem da língua portuguesa. Concomitantemente, procura entendimentos acerca da prática educativa sob a luz de constructos das áreas de conhecimento Formação de Professores, Linguagem e da Teoria das Representações Sociais (TRS). Nesta pesquisa, buscou-se mostrar como as professoras significam seu trabalho; o que sabem sobre ensinar e aprender a língua portuguesa na escola; como possivelmente norteiam seus comportamentos; e onde ancoram estes entendimentos. Foram utilizadas duas técnicas de recolha de materiais textuais, evocações livres e entrevistas. As falas foram gravadas, transcritas e, assim, foram organizadas com o auxílio de dois programas computacionais, EVOC para as evocações livres e ALCESTE para as entrevistas realizadas. Ambos os materiais recolhidos foram analisados com as contribuições da TRS e de conhecimentos das áreas: Formação de Professores e Linguagem. Interpretamos que as professoras representam socialmente a prática de leitura como uma atividade que desencadeia todos os outros processos educativos. Essa representação segue ancorada naquelas proposições sociais que direcionam o ser humano para o mundo letrado, o mundo de conhecimento, de cultura e de crescimento humano, tudo que se diferente dele é inapropriado, excluído da realidade social

Interaction between a First-Year Elementary School Teacher and Students in Mathematics Class

Teaching and learning mathematics in a classroom setting is based on the interactions between the teacher and her students. Using classroom observations and interviews of students and the teacher, this research examines a first-year teacher and her students` interactions in the mathematics classroom. In this mathematics classroom, teacher and students interaction had inconsistency between mathematical topics and non-mathematical topics. For non-mathematical topics, their interactions were very active but for mathematical topics their interactions were very limited. This paper ends with raising questions for future research and calling for the opportunities for first-year teachers to reflect on their interactions with their students, in particular about mathematical topics.

Gender Differences in Children’s Math Self-Concept in the First Years of Elementary School

In the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls’ math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education.

Alfabetização: o olhar das crianças sobre o aprendizado da linguagem escrita

O artigo apresenta resultados de uma pesquisa realizada com crianças do primeiro ano do ensino fundamental, em escola pública federal, no Rio de Janeiro, durante o ano de 2011, cujo objetivo geral é conhecer as concepções que crianças elaboram sobre o processo de alfabetização, antes e depois de serem alfabetizadas. Realizaram-se entrevistas com as crianças, os pais e a professora da turma. A análise dos discursos dos sujeitos participantes se baseou na Teoria da Enunciação de Bakhtin. Recorreu-se ainda ao pensamento de Vigotski para compreender os modos de pensar próprios da infância. Os resultados nos levam a afirmar que o aprendizado da leitura e da escrita altera os modos de pensar e dizer das crianças; os conhecimentos específicos sobre o sistema de escrita permitiram-lhes realizar novas operações metalinguísticas e metacognitivas. Esse processo evidenciou-se como parte dos processos gerais de aculturação escolar, com ênfase no aprendizado de condutas típicas dessa esfera social.

OS OBJETOS E AS HERANÇAS CULTURAIS CONTAM HISTÓRIAS: um projeto interdisciplinar.

Under the theoretical perspective of constructivism, this work concerns an interdisciplinary pedagogical project of a group of teachers which teach in the first years of elementary school of the Colegio Pedro II, Campus Engenho Novo I. In order to improve the school knowledge and boost the teaching in their daily practice, at the intersection of social sciences and education, its main work axis was to encourage the active involvement of children into the teaching and learning process by developing concepts such as time, memory, cultural heritage, identity and citizenship and, in doing so, showing possibilities of social action, either individual or collective, based on the assertion of identity and diversity.

韓国女子スポーツ選手における BMI の加齢変化から導かれる身体的ストレス性初経遅延の模索

This study derived the changes in BMI with age in general South Korean girls compared with female athletes using the wavelet interpolation method, and investigated the critical stage of fat percentage for the onset of menarche. It also investigated the relationship between maximum peak velocity (MPV) of BMI and age at menarche, assuming that the critical stage is near the age of MPV on the aging velocity curve of BMI. Then, by comparing the interval between age at menarche and age at MPV derived from changes with age in BMI in Korean female athletes, the delay in menarche from stress was investigated. Age at menarche, menstrual cycle, and menstrual status were surveyed in second-year students at a girls' physical education high school in Busan (athletes). Next, longitudinal growth data for height and weight were obtained from the first year of elementary school until the second year of high school. Four hundred third-year female students at regular high schools in the suburbs of Busan were selected for the control group (non-athletes), and were surveyed using the same methods as the athletes. Finally, the data for 77 athletes and 232 controls were used. Wavelet interpolation was applied to BMI values calculated from growth distance values for height and weight from age 7 to 17 years in the athlete and control groups of Korean girls. The age at MPV of BMI was identified from growth curves derived by differentiating the individual aging distance curves for BMI in both groups. Then, the interval between age at MPV of BMI and age at menarche were calculated individually. In the control group the age at MPV of BMI was 11.72±1.55 years and the age at menarche was 12.25±0.95 years. Thus, the age at menarche was slightly earlier. In the athletes, the age at MPV of BMI was 11.84±1.36 years and the age at menarche was 13.37±1.37 years, showing a later age at menarche. The interval between MPV age at BMI and age at menarche was 0.53±1.62 years in the control group and 1.46±1.87 years in the athlete group. Thus, a significant difference (p<0.01) was seen between the groups, suggesting delayed menarche as a stress factor in athletes.

O que é número?: produção, circulação e apropriação da Matemática Moderna para crianças

O estudo aborda as mudanças nos conteúdos a serem ensinados nos primeiros anos da escola elementar. Em particular, considera o ensino de matemática. Atém-se, sobretudo, à emergência da Matemática Moderna no Brasil. De forma específica, analisa o conceito de número. Leva em consideração, como base teórico-metodológica, estudos vindos da História Cultural. Na análise realizada trata de movimentos pedagógicos anteriores ao que fica conhecido como Movimento da Matemática Moderna: o ensino tradicional, o ensino intuitivo e o escolanovismo. Em seguida, leva em conta a emergência, divulgação e apropriação de uma nova matemática escolar a partir de finais da primeira metade do século XX. O artigo orienta-se pela seguinte questão: que alterações o conceito de número sofre, na matemática escolar brasileira, em finais da década de 1950? Como resultado do estudo revela-se como se dá o processo de produção, de circulação e de apropriação de novos conteúdos elementares da matemática escolar para crianças.

MODELAGEM MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA INVESTIGAÇÃO IMPERATIVA

Researches on Mathematical Modeling in Mathematics Education have expanded the educational setting and presented relevant contributions to mathematics teaching in the different stages of education. Hence, in order to approach these surveys, we developed this work seeking for the answer to the question: Which education levels are Brazilian researches about Mathematical Modeling in Mathematics Education focused on and what does it reveal? To answer this question we directed our research to the abstracts of the post-graduation works that are available in CAPES Theses Database, Brazil. At this initial moment, we understood that Mathematical Modeling in Mathematics Education presents itself as a trend that contributes to the development of meaningful learning and improves the quality of teaching in mathematics. However, most researches indicate its presence and contributions for the Final Years of Elementary School and High School, and the productions or reflections on the possibility of its use in the first years of elementary school are still incipient. Keywords : Early Years; Mathematics Education; Mathematical Modeling.

Examination of regional differences in physical growth in urban and rural areas. Based on longitudinal data from South Korea

Although the land area of South Korea is small and the population density is high compared with the neighboring country of China, examination of the regional differences in physical growth in South Korea is thought to be insufficient. In this study, to examine the regional differences in physical growth in South Korea, we attempted to verify the effects of unique regional environments on physical growth by comparing an urban area within the city of Busan and a rural district in the surrounding area. The subjects were 300 males and 201 females in the final year of one high school within the city of Busan, and 230 males and 215 females in the final year of a high school in a rural area outside the city of Busan. Health check records for these subjects were reviewed retrospectively, and longitudinal growth data for height and weight were obtained from the first year of elementary school (age 7 years) to the final year of high school (age 18 years) (1988–1999). The wavelet interpolation method was then applied to the longitudinal growth data for height and weight classified into urban and rural areas, and the maximum peak velocity (MPV) and mid-growth spurts (MGS) were identified. The results revealed a significant difference between the urban and rural areas in the age at MPV of height and weight for males (P < 0.05), but no significant difference was seen for the females. Based on the results, the age at MPV in the physique of males showed a tendency for urban males to be physically younger. However, the age at MPV of physique in females was similar in the urban and rural areas. In addition, for the pattern of appearance of the MGS in males, there was one MGS in the greatest number of cases (41 %) in both the urban and rural areas, followed by two MGSs in 30–40 %. Among females, there was one MGS in 48 % of urban females and 54 % of rural females, the highest number. The next highest percentage was for no appearance of a growth spurt, in 41 % of urban females and 29 % of rural females. Although the MGS appearance pattern seemed to differ slightly in urban and rural females, the results of a χ2 test showed no significant difference between the urban and rural area in the MGS appearance pattern in either males or females. The high economic growth has not ended in South Korea and from the above it is thought that there continues today to be a rising trend in physique with time. The differences in physical growth caused by this phenomenon together with the differences in the socioeconomic situation in the urban and rural areas are thought to have been demonstrated.

Grandparents Reveal Their Secrets: A New Holocaust Narrative for the Young ‘Third Generation’ in Israel

Since the 1990s, a new type of Holocaust story has been emerging in Israeli children's literature. This new narrative is directed towards very young children, from preschool to the first years of elementary school, and its official goal is to instil in them an authentic ‘first Holocaust memory’. This essay presents the literary characteristics of this new Holocaust narrative for children and its master narrative. It brings into light a new profile of both writers and readers. The writers were young children during the Holocaust, and first chose to tell their stories from the safe distance of three generations. The readers are their grand-children and their grand-children's peers, who are assigned an essential role as listeners. These generational roles – the roles of a First Generation of writers and of a Third Generation of readers – are intrinsically familial ones. As such, they mark a significant change in the profile of yet another important figure in the Israeli intergenerational Holocaust discourse, the agent of the Holocaust story for children. Due to the new literary initiatives, the task of providing young children with a ‘first Holocaust memory’ is transferred from the educational authority, where it used to reside, to the domestic sphere.

Confirmation of physical growth pattern in children with a slim body type: analysis of longitudinal data in Korean youth

There is little research carried into physical growth in obesity, and there is even less carried out into physical growth in slimness. In this study, using data on Koreans, who are racially similar to Japanese, we classified subjects into slim and medium types, and analyzed longitudinal growth data for height and weight in these two groups. The study groups comprised 600 boys and 501 girls in the final year of high school selected from schools in Busan, South Korea, and in a suburb of Busan. We identified the age at maximum peak velocity (MPV) in growth during puberty derived from the growth velocity curves for height using the wavelet interpolation method, and determined the levels of maturity. We also retrospectively analyzed the rate of appearance of the slim and moderate types back to the first year of elementary school, and investigated genetic elements by examining the proportion of slim children who remained slim. The proportions of boys and girls classified as slim in grade 1 were 26% and 38%, respectively, in relation to those classified as slim in the final year. The ages at MPV for height were 14.11 years (SD 1.07) among medium-type boys and 14.68 years (SD 1.01) among slim boys. The ages at MPV for height were 12.05 years (SD 1.30) among medium-type girls and 12.18 years (SD 1.36) among slim girls. The ages at MPV for height were significantly different (P < 0.05) between slim and medium-type boys, but were not significantly different in girls.