First Year Of Primary School Research Articles

Global individual support for young children (age 0 to 7) in an inclusive environment

Introduction: All children, with or without a (presumed) disability, deserve the opportunity to grow, play, and learn alongside their peers. However, transitions can present challenges for children with disabilities. Therefore, it is crucial to empower children, parents, schools, and childcare providers. We collaborate with childcare facilities, schools, and welfare organisations to promote inclusivity from the start. It is our expectation that the support provided to individual children will broaden the perspectives of workers and educators, leading to a more inclusive approach and the development of skills in working with children with special needs in the future. Method: In Flanders (the northern part of Belgium), we are responding to these challenges through global individual support (GIO) for young children. GIO is accessible and quickly deployable assistance in childcare and schools. The support takes place in childcare, preschool or first year of primary school. It is a mixture of stimulation, coaching, training and assistance with activities. Our staff, equipped with disability-specific knowledge, collaborates with childcare workers and schoolteachers to establish a more inclusive environment from a very young age. Key components include early intervention, active engagement of both parents and the child in guiding the support process, collaborative efforts in exploring, attempting, and seeking solutions or pathways for enhanced inclusion, and empowering children, parents, childcare providers, and (pre)schools. This approach embodies integrated care, leveraging the strengths of the child, parents, childcare providers, schools, and disability-specific support, with a particular focus on transitions (e.g., from home to childcare, from childcare to preschool, and from preschool to the first year of primary school). We do not impose any fees for providing global individual support to parents. Results: A survey taught us how parents experience the global individual support for young children. Parents strongly endorse the principle that Global Individual Support begins with the idea of inclusion and focuses on the capabilities/strengths of their child. They perceive a sense of guidance, active involvement and participation. In 2022, a total of 1079 children received global individual support (66.1% in preschool education, 21.5% in the first grade, 12.4% in baby and toddler programs ). In 52% of cases, support was completed within 4 months. Disability-specific knowledge workers spend an average of 1-3 hours per session in the inclusive environment. Various stakeholders emphasise the added value of collaboration and modelling in an inclusive context. The challenge lies in alignment with the diverse actors involved. Global individual support for young children in Flanders is currently being evaluated. In this presentation we will discuss the key insights and recommendations of this evaluation, from both policy and practice perspectives. Bart Vanvaerenbergh - director, Home Guidance Kadodder Anne Buelens - policy maker, Flemish Agency for People with Disabilities (VAPH)

Fiber length distribution characterizes the brain network maturation during early school-age.

Fiber length distribution characterizes the brain network maturation during early school-age.

Children’s School Lives – A National Cohort Study of Primary Schooling in Ireland

Abstract: Children’s School Lives (CSL) is a mixed methods national cohort study of primary schooling in Ireland. This study aims to provide information on children’s learning, engagement, and wellbeing, in the context of primary school curriculum, pedagogy, and assessment, with a focus on social equality and inclusion. CSL has an accelerated cohort design involving two age cohorts of children across 269 classrooms in 185 schools, their classroom teachers, school principals, and parents. A subsample of 15 schools were selected as case studies for longitudinal qualitative data collection. Cohort A ( N = 1,675, girls = 49%) was first studied in the first year of primary school at age 4/5 years (2019/2020). Cohort B ( N = 2,113, boys = 49%) was first studied in their fourth year of primary school at age 8/9 years (2018/2019). Cohort A was followed up for 4 years in primary school and Cohort B was followed up for 5 years in primary school. Annual surveys have been administered to both cohorts of children ( N = 3,788) in classrooms by trained teacher-fieldworkers, and approximately 700 parents, 120 classroom teachers, and 180 school principals using online methods. The case study fieldworkers visit schools annually to collect data with children using focus group and individual interviews, and participatory methods including photovoice. Fieldworkers interview case study classroom teachers, principals, parents, and grandparents. Children and teachers are observed in all classrooms using the Observational Research and Classroom Learning Evaluation (ORACLE) systematic tool, and in case study classrooms using the Classroom Assessment Learning System (CLASS).

The Cognitive and Numerical Predictors of Early Mathematical Achievement: A Latent Growth Curve Analysis

ABSTRACT Longitudinal studies are essential for understanding causes of developmental change and growth rates of mathematical achievement. One hundred and twenty-eight UK-based children (M age = 4 years; SD age = 3.3 months; age range 43–54 months; 70 female) were tracked for 15 months, from the beginning of preschool until the end of the first year of primary school (i.e., across 7 preschools to 18 primary schools) and were assessed at three time points. At the beginning of preschool, data were collected from parents and children, including background demographics, domain-specific mathematical skills, domain-general cognitive skills, and language skills. Mathematical achievement was assessed once during preschool and at two time points during the first year of primary school. Using a latent growth model, we examined the contribution of the predictors to the growth patterns in mathematical achievement and the stability of initial individual differences during preschool to school transitions. Results showed that over a period of 15-months, children displayed substantial growth in mathematical achievement. This growth in mathematical achievement was linear and there was little variability in children’s rate of development. In contrast, there was substantial variance in initial mathematical achievement, and this variance was explained by children’s cardinality understanding and receptive vocabulary. These early variations highlight the importance of exposure to mathematical language and concepts in early childhood to ensure the development of broader mathematical skills.

Bilingual education enhances creative fluency and flexibility over the first year of primary school

Abstract Can exposure to a foreign language in the first year of school enhance divergent thinking skills? Ninety-nine monolingual children from predominantly White neighbourhoods (MAge = 57.7 months, SD 1.2; 47 girls) attending bilingual schools, schools with weekly foreign language lessons, or schools without a foreign language provision (= controls) completed divergent thinking and executive function tasks at the beginning of the school year and 24 weeks later. The groups did not differ on creativity measures at the beginning of the school year. Only bilingual school children and weekly language learners improved divergent thinking at the second testing point, with the former significantly outperforming controls on creative fluency and flexibility. Improvements could not be explained by executive function development. Therefore, a considerable amount of exposure to a foreign language in early formal education appears to boost creative thinking.

Differences in anterior ocular biometric characteristics among 6-year-old children with different myopic shift rates: A 2-year longitudinal study.

Differences in anterior ocular biometric characteristics among 6-year-old children with different myopic shift rates: A 2-year longitudinal study.

Solving Geometric Problems Using a Non-Traditional Form of Teaching

The paper focuses on innovative and creative approaches to teaching geometry in the first year of primary school. Geometry is generally not a popular part of mathematics. The findings are based on several studies investigating how students at different educational levels solve different mathematical problems. The link between geometry and the math trail is an interesting one, as it combines knowledge of geometry in the real world with solving problems directly in the field. Through the MathCityMap portal, first grade students were able to solve geometry problems created by a math trail using different measuring tools. The results of the abovementioned outdoor activity showed that the students had gained a positive attitude towards geometry and that they had broadened their perspective on the connections between mathematics, other school subjects and everyday life.

Mental health problems identified in early school age and later mental health problems and disorders

Abstract Background Poor mental health in childhood and adolescence youth is an important public health challenge. We aimed to examine the prospective association between mental health problems among primary school children and later diagnosed mental disorders and mental health problems in youth. Methods A prospective cohort study of children participating in school health nurse examination during first years of primary school (approx. 6 years) in 17 municipalities in the capital region of Copenhagen, Denmark, with follow-up until their 16th birthday. Baseline data included information from national population registers and school health nurse records. Outcome variables: mental disorders diagnosed at hospital from approx. age 6 until 16 years (N = 6,930) and school health nurse records of mental health problems at approx. age 16 (N = 11,250). Results Problematic relations to peers in early primary school was associated with later neurodevelopmental disorders, including intellectual disability, autism-spectrum disorder and disorders of hyperactivity and inattention (AOR=4.14, 95% CI 2.15-7.97), and poor home related well-being in youth (AOR=1.67, 95% CI 1.02-2.74). Poor school well-being in early primary school was associated with poor school well-being ten years later (AOR=1.67, 95% CI 1.19-2.34) as well as problematic relations to peers (AOR=1.83, 95% CI 1.08-3.10). Further poor general well-being in early primary school was associated with problematic relations to peers in youth (AOR=2.21, 95% CI 1.17-4.18). Conclusions School health nurses identify a group of children in the early years of primary school with mental health problems and an increased risk of later mental health problems and disorders, and therefore they play an important role in the early identification of children at risk. Key messages • Children with problematic relations to peers have up to a fourfold increased risk of later mental disorders. • The school health nurses play an important role in the early identification of children at risk of later mental health problems.

Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry.

Language ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown. We linked teacher-ratings on a brief language difficulties questionnaire (13-item) collected in the first year of primary school (N=7013), with data on SEN provision until age 12-13 and scores on statutory assessments at ages 5-6, 6-7 and 10-11years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher-reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children. Teacher-reported language difficulties predicted achievement in phonics (rs>0.41), reading (rs>0.38), writing (rs>0.32) and maths (rs>0.40) assessments up to 7years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (OR [95% CI] 8.33 [4.12, 19.24]) and special education placement (OR [95% CI] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments. Teacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.

Longitudinal Changes in Choroidal Thickness Varied With Refractive Progression in Myopic and Non-Myopic Children: A Two-Year Cohort Study.

To evaluate the longitudinal changes in subfoveal choroidal thickness (SFCT) in children with different refractive status. A total of 2290 children 3 to 14years old who attended the first year of kindergarten (G0), first year of primary school (G1), fourth year of primary school (G4), or first year of junior high school (G7) in Guangzhou, China, were recruited and followed up for 2years. All participants received cycloplegic autorefraction, axial length measurement and SFCT measurement using a CIRRUS HD-OCT device. Children were divided into groups of persistent non-myopia (PNM), persistent myopia (PM), or newly developed myopia (NDM). Children in the PNM and PM groups were further divided into subgroups of stable refraction (absolute mean annual spherical equivalent refraction [SER] change < 0.5D) and refractive progression (absolute mean annual SER change ≥ 0.5D). The mean ± SD ages for the G1 to G7 cohorts were 3.89 ± 0.30, 6.79 ± 0.47, 9.71 ± 0.34, and 12.54 ± 0.38, years, respectively. SFCT consistently decreased in the NDM group across the G1 to G7 cohorts (all P<0.001) and exhibited variability across different age cohorts in the PNM and PM groups. Further subgroup analysis revealed significant thickening of SFCT in the PNM-stable group among the G0, G1, and G7 cohorts (all P<0.05), whereas it remained stable among all cohorts in the PM-stable group (all P>0.05). Conversely, SFCT exhibited thinning in the G4 and G7 cohorts in the PM-progressive group (both P<0.01) and for the entire cohort of children in the PNM-progressive group (P=0.012). SFCT increased in nonmyopic children with stable refraction, remained stable in myopic children maintained stable refraction, and decreased in those with refractive progression, whether they were myopic or not.

The causal role of numerical and non-numerical order processing abilities in the early development of mathematics skills: Evidence from an intervention study

The causal role of numerical and non-numerical order processing abilities in the early development of mathematics skills: Evidence from an intervention study

Pengembangan Bahan Ajar Modul PPKn Kelas 1 Sekolah Dasar

This research aims to create a product in the form of a civic education module for learning civic education in the first year of primary school on the material for recognizing the symbols and precepts of Pancasila. This study uses the 4D (Define, Design, Develop and Disseminate) research model, which is a type of research and development (R&amp;D). Three specialists were involved in the study: materials experts, design experts and linguists. In this research, the data collection tool was a questionnaire with an evaluation on a Likert scale. Aiken's V formula was used to analyze the data.. From the calculation results, the following research results were obtained: (1) The average value of the validity test in terms of overall material is 0.892857 with valid status. (2) The average value of the validity test in terms of overall design is 0.964286 with valid status. (3) The average value of the validity test in terms of language as a whole is 0.714286 with valid status. Thus, the Civics module in learning Civics grade 1 elementary school material recognizing the symbols and precepts of Pancasila has good validity and is suitable for use.

ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA

Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0075/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Basic Symbolic Number Skills, but Not Formal Mathematics Performance, Longitudinally Predict Mathematics Anxiety in the First Years of Primary School.

Mathematical anxiety (MA) and mathematics performance typically correlate negatively in studies of adolescents and adults, but not always amongst young children, with some theorists questioning the relevance of MA to mathematics performance in this age group. Evidence is also limited in relation to the developmental origins of MA and whether MA in young children can be linked to their earlier mathematics performance. To address these questions, the current study investigated whether basic and formal mathematics skills around 4 and 5 years of age were predictive of MA around the age of 7-8. Additionally, we also examined the cross-sectional relationships between MA and mathematics performance in 7-8-year-old children. Specifically, children in our study were assessed in their first (T1; aged 4-5), second (T2; aged 5-6), and fourth years of school (T3; aged 7-8). At T1 and T2, children completed measures of basic numerical skills, IQ, and working memory, as well as curriculum-based mathematics tests. At T3, children completed two self-reported MA questionnaires, together with a curriculum-based mathematics test. The results showed that MA could be reliably measured in a sample of 7-8-year-olds and demonstrated the typical negative correlation between MA and mathematical performance (although the strength of this relationship was dependent on the specific content domain). Importantly, although early formal mathematical skills were unrelated to later MA, there was evidence of a longitudinal relationship between basic early symbolic number skills and later MA, supporting the idea that poorer basic numerical skills relate to the development of MA.

‘I don’t think that it’s play. Because we have to play’. Norwegian six-year-old children’s understandings of play when they start in primary school

ABSTRACT This article aims to explore how Norwegian six-year-old children talk about and show their understandings of play when they have just started primary school. The research design is a focused ethnographic fieldwork, reporting on participant observations and group interviews with children in the first year of primary school, and interpreted through a thematic analysis. The analysis indicates that the children consider play as important to the transition process and their everyday school life. They express and show their understandings of play in various ways, thematized as freedom of choice, resistance, and community. The article suggests that children’s joint play can be understood as an underlife in school and introduces the term playful (re)production as a theoretical approach for exploring children’s understandings of play. The study raises awareness of the role play has for children’s well-being, agency, and relationships with peers in the transition process and in general activities in school.

Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Abstract This study evaluated a parent‐mediated preventive intervention for children’s literacy skills 1 year after participation. Parents of 3½ to 4½‐year‐old‐children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness (Strengthening Sound Sensitivity; SSS); (b) an alternative shared reading condition emphasizing meaning‐related extra‐textual talk (Rich Reading and Reminiscing; RRR); or (c) a non‐reading activities control condition (Activity‐Based Control; ABC), all implemented for 6 weeks. Together, SSS and RRR comprise Tender Shoots. Tender Shoots' conditions included one parent‐education session, used the same books, provided parents two books per week, and encouraged scaffolding higher‐level skills through repeated readings and verbal interactions outside reading. The non‐reading control provided weekly resources and suggested activities for preschool children. At follow‐up 1 year later, children (n = 62; 5‐ to 6‐years‐old) were in their first year of primary school and reading instruction. Controlling for age and baseline alphabet knowledge, analyses indicated benefits of SSS participation for children’s letter sounds (d = .74), pseudoword (d = .85) and word reading (d = .66), book level (d = .82), and teacher judged reading (d = .60) relative to ABC, with medium to large effects. Age at follow‐up moderated the effect of condition on word reading, such that benefits of SSS were observed for children who were older and had been in school longer (around 6 months or more). Findings suggest SSS is promising for preparing preschool children for reading acquisition.

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom

Abstract Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.

Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention.

First-year teachers need help because they are confronted with various challenges and are more likely to leave the profession within a few years. Studies have demonstrated the efficacy of evidence-based teacher induction programs (TIPs) in enhancing the performance of new teachers and promoting positive student outcomes. However, there has been opposition to this assertion, with some suggesting alternative explanations for the observed effects. This study applied Horn et al's high-quality TIP model as the theoretical framework and employed a non-experimental, correlational design to address the research questions by collecting data from 408 first-year primary school teachers in Shanghai. Correlations and multiple regressions were examined in the study. The results revealed the following: (1) the perceptions of the helpfulness of TIP were not found to correlate significantly with teacher self-efficacy; (2) there was a limited negative correlation (r = -0.142, p < 0.01) between self-efficacy and anticipated retention, suggesting that higher self-efficacy scores were associated with low anticipated retention, contrary to the study's hypothesis; (3) anticipated retention was found to be significantly affected by gender, major, and ratings of TIP. Anticipated retention was found to be significantly affected by gender, major, and ratings of TIP helpfulness. The results, implications, and recommendations are discussed further in the study.

STEM education in early primary years: Teachers’ views and confidence

Pre-school and first years of primary school provide the basis for future learning in STEM, and teachers’ views-confidence are important for effective classroom practices. This study investigated teachers’ views and confidence in implementing STEM education in early primary years. The participants were 140 Greek teachers who completed an online 35-item questionnaire. Teachers expressed positive-strong perceptions and confidence in implementing STEM education in early primary years. Over 80% of the sample expressed agreement in that they feel comfortable-confident when they facilitate inquiry-based learning activities within mathematics or science topics. The practical obstacles of resources-material and time to explore STEM topics and implement learning activities were reported. The findings have implications for educational policy and practice.

Our results of the school-age hearing screening program

Objectives: This study evaluated the results of the hearing screening program in school-age children in our region and their etiologies. Patients and Methods: The school-age hearing screening audiometry results of 6,073 first-year primary school students (2,915 males, 3,158 females; mean age: 75.6±3.9 years; range, 66 to 84 years) performed between January 2019 and March 2020 were retrospectively scanned from the Ministry of Health National Hearing Screening Program database. The data of children who were referred due to hearing screening failure or risk factors were also scanned and included in the study. Results: One hundred eighty-three (3%) of the 6,073 first-year students who underwent screening audiometry were referred to an otolaryngologist due to failing the test or risk factors. Of the 183 referred children, 74 (40.5%) had impacted cerumen, and 48 (26.5%) had otitis media with effusion. Control audiometry tests of 61 (33%) children were normal. No statistically significant difference was observed in referral rates between the sexes. The hearing loss type was conductive hearing loss in all children with hearing loss. Conclusion: Although impacted cerumen is an easily preventable cause, it negatively affects academic performance, speech, and language development when left untreated. The high incidence of preventable and treatable hearing loss in preschool and school-age children and, although not observed in our study, the prevalence of acquired sensorineural hearing loss in these age groups shows the importance of hearing screening programs and the need for widespread use.