Grade Children Research Articles

Analogical thinking modifiability and math processing strategy.

A sample of 48 children in Grade 2 was randomly assigned to an experimental (n = 24) and a control group (n = 24). Both groups were administered the Analogical Modifiability Puzzle Test (AMPT) and Math Accuracy and Processing Strategy (MAPS) test before and after a teaching phase of the AMPT. The MAPS test includes scores for Accuracy, Processing Strategy, and a Math-Total. The findings reveal significant treatment x time interactions for AMPT (near-transfer) and MAPS (far-transfer) scores. Hierarchical regression analysis showed that AMPT post-teaching score added significantly to Math Total. The findings indicate that Math Accuracy and Math Processing Strategies are affected by mediation for analogical thinking and that modifiability of analogical thinking significantly predicts Math-Total.

Ortho-semantic learning of novel words: an event-related potential study of grade 3 children

IntroductionAs children become independent readers, they regularly encounter new words whose meanings they must infer from context, and whose spellings must be learned for future recognition. The self-teaching hypothesis proposes orthographic learning skills are critical in the transition to fluent reading, while the lexical quality hypothesis further emphasizes the importance of semantics. Event-related potential (ERP) studies of reading development have focused on effects related to the N170 component—print tuning (letters vs. symbols) and lexical tuning (real words vs. consonant strings)—as well as the N400 reflecting semantic processing, but have not investigated the relationship of these components to word learning during independent reading.MethodsIn this study, children in grade 3 independently read short stories that introduced novel words, then completed a lexical decision task from which ERPs were derived.ResultsLike real words, newly-learned novel words evoked a lexical tuning effect, indicating rapid establishment of orthographic representations. Both real and novel words elicited significantly smaller N400s than pseudowords, suggesting that semantic representations of the novel words were established. Further, N170 print tuning predicted accuracy on identifying the spellings of the novel words, while the N400 effect for novel words was associated with reading comprehension.DiscussionExposure to novel words during self-directed reading rapidly establishes neural markers of orthographic and semantic processing. Furthermore, the ability to rapidly filter letter strings from symbols is predictive of orthographic learning, while rapid establishment of semantic representations of novel words is associated with stronger reading comprehension.

The Effect of a Horticultural Therapy Program based on Cognitive-Behavioral Emotion Regulation Training on Improving the Emotional Intelligence, Emotion Regulation Ability, and Resilience of Children Eligible for Priority Support for Educational Welfare

Background and objective: This study sought to develop a horticultural therapy program (HTP) based on cognitive- behavioral emotion regulation training (CBERT) to improve the emotional intelligence, emotion regulation, and resilience of children eligible for priority support for educational welfare, and investigate its effects.Methods: To conduct this study, an HTP based on CBERT was developed using indoor horticulture activities. The program was conducted on 42 children (21 in the experimental group and 21 in the control group) in grades 3 to 4 who were eligible for priority support for educational welfareand were attending D elementary school in Incheon metropolitan city. Emotional intelligence, emotion regulation, and resilience were measured using self-report questionnaires before and after participating in the HTP.Results: The study found that the emotional intelligence (p < .01), emotion regulation (p < .01), and resilience (p <.01) of the children who participated in the experiment were significantly increased.Conclusion: Through this study, it was confirmed that an HTP based on appropriate CBERT has a positive effect on improving children's emotional intelligence, emotion regulation ability, and resilience. In future research, it will be necessary to expand its application to all grades and general children as well as children eligible for priority support for educational welfare.

An evaluation of the EASY instrument in a cross-sectional study

BackgroundThe purpose of this paper is to evaluate the impact of modifying the published scoring system to address identified potential weaknesses in the published scoring system for the Evaluation of Activity Surveys in Youth (EASY). A secondary purpose was to evaluate the EASY on children in Grades 1–5. The EASY is a self-report physical activity instrument for youth.MethodsOriginal EASY survey results were collected at one time point from an online panel from participants across the United States as part of a larger cross-sectional University of Minnesota project looking at children’s specific activity and sports participation between June and August 2019. Data was evaluated using three common scoring methods: simple summation, mean, and transformed summation. Data was compared by Grades 1–5 and 6–8.ResultsThe summary statistics of the scores show that there is no statistically significant difference across the scoring methods by population. A paired t-test evaluation of the different scoring methods shows that while the scores are very similar within methodology (simple summation, mean, transformed sum) they are all statistically significantly different from one another, which demonstrates that for any given individual the specific scoring methodology used can result in meaningful differences. The transformed sum provided the strongest methodologic result. Analysis also concluded that administering the scale by proxy to children from grades 1–5 resulted in similar responses to those in Grades 6–8 broadening the appropriate populations able to use this scale.ConclusionThe transformed sum is the preferred scoring method.Trial registrationNot applicable.

Development of basic motor competencies and connections with sport participation

Introduction During childhood, children develop their motor competencies. Basic motor competencies (BMC) are a central prerequisite for participation in sport activities (Herrmann et al., 2016) and form the basis for sport-specific skills (Hulteen et al., 2018). In school, children have a choice of formal (e.g. sports club) and informal (free play) settings in which they can engage in sports activities (Neuber & Golenia, 2018). Children who are active in sports clubs have a higher level of BMC (Herrmann et al., 2017). Methods As part of the longitudinal study “Development of basic motor competencies in childhood (EMOKK-study)”, funded by the Swiss National Science Foundation (SNSF), the BMC of N = 659 preschool children (51% boys) and N = 393 1st and 2nd grade children (49.4% boys) were assessed at two measurement points. In addition, parent questionnaires were used to assess the children’s sport participation. In initial analyses, the development of BMC was calculated using ANCOVA, with age as a covariate. Results Differences between girls and boys could be observed in preschool as well as in 1st and 2nd grade. Boys showed better performance in “object-movement” whereas girls were better in “self-movement”. From first to second grade, sports club participation increased (F(1, 467) = 28.546, p < .001, η2 = .058). In both measurement points, boys were more often active in sport clubs than girls. First and second graders who were active in a sports club performed significantly better in both competence areas (“object-movement”: t1: p < .001, d = .42; t2: p < .001, d = .68; “self-movement”: t1: p = .002, d = .38; t2: p = .001, d = .40) than children who were not. Discussion Children who were active in club sports show a higher level of BMC, which seems to persist in the longitudinal section. This indicates an early selection effect and the importance of BMC for club sport. In further analyses, variables on informal sport activities will also be considered.

Description Of Head Lice (Pediculus capitis) Infection Of Primary School Age Children In Elementary School Negeri 40, Salero District, Central Ternate District, Ternate City, 2022

Head lice are the cause of the ectoparasitic disease pediculosis capitis. Both adults and children in school can have head lice. A public elementary school (SDN) 40 in Salero Village, Ternate City is utilized to illustrate how Pediculus capitis might spread. The purpose of this study is to characterize head lice infections caused by Pediculosis capitis in elementary school-aged children and to identify the risk factors that contribute to the spread of this infestation. This study uses a descriptive, analytical, correlative research design. The children in grades 4, 5, and 6 of SDN 40 comprised the study's population. The process of sampling involved tracking head lice infections according to factors such as age, gender, infection location, itching in the head, hair type, length, and frequency of hair washing r with Pediculus capitis infection (p-value = 0.001 and OR 0.102-0.570); long hair with Pediculus capitis infection (value = 0.000 and OR 101-0.569); hair washing interval with Pediculus capitis infection (p-value = 0.000 and OR 0.019-0.415) and use of combs together with Pediculus capitis infection (p-value = 0.001 and OR 00.141-0.789). Hair type did not have a significant relationship with Pediculus capitis infection with a p-value = 0.852 and OR 0.477-2.505.

어머니의 일-가정 양립 시 이점과 갈등, 양육스트레스, 초등학생의 심리적 특성, 학교적응 간 관계

Objectives The purpose of this study was to identify the structural relationship among the gains and strains of mothers’ work-parenting balance with children in the sixth grade of elementary school and to explore how its rela-tionship changes through the influences of parenting stress, elementary school students' self-esteem, and grit on school adjustment. Methods A total of 769 pairs of mother-child data in the 13th wave of the Panel Study of Korea Children were ana-lyzed by using structural equation modeling. The measurement model verification was followed by the structural model verification, and the maximum likelihood method (ML) was used. Results The results of this study are as follows. First, the strains between mothers' work-family balance had a positive effect on parental life stress and parental role stress, and the gains of mothers' work-family balance had a negative effect on parental role stress. Also, parental role stress has a negative effect on children's self-esteem and grit, mother’s life stress did not shown any relationship with self-esteem, grit, and school adjustment. In ad-dition, it was confirmed that childrens’ self-esteem had a positive effect on grit and school adjustment, and grit had a positive effect on school adjustment. Second, the strains in work-family balance has a negative effect on school adjustment through the multiple mediators of parental role stress, self-esteem, and grit, and the gains of work-family balance has a positive effect on school adjustment through the multiple mediators of parent role stress, self-esteem, and grit. Conclusions This study suggests that the gains and strains of work-family balance affect the self-esteem, grit, and school adjustment of children through the mothers’ parental role stress. It implies that its important to reduce the parental role stress in order to help psychological stability and school adjustment of children.

아동생활시설의 아동안전보호정책 실천 경험에 관한 연구

The study aimed to understand the experience of child safeguarding policy practice in children's residential care engaged in “Creating Safe Institutions for Children” project and to determine the impact of the project as perceived by participants.
 For the purpose of the study, 6 child safety protection officers and 10 children in 4th grade and above from children’s residential centers and group homes in B area that carried out the project in 2022 were selected as research participants. Qualitative content analysis procedures were used to analyze the data.
 The analysis results were categorized into 11 themes in 4 areas. First, ‘Safe Home’ was the goal of this project and was a living space that provided emotional stability and protection to children. Second, the physical environment of the facility, the characteristics of children in care, the environment outside the facility and online have also become ‘child safety risk factors’ that affect the implementation of child safeguarding policy. Third, in the area of 'experience in child safeguarding policy practice', categories such as 'safety protection monitoring together', 'activities centered on child participation', 'project support that promotes practice', and 'implementation obstacles and limitations' were revealed. Fourth, as ‘changes resulting from the implementation of child safeguarding policies,’ participants reported ‘promotion of institutional safety culture,’ ‘strengthening safeguarding competency of workers,’ and ‘promotion of children’s safety rights.’ Based on the research results, practical suggestions and tasks for further research were presented for the application and spread of child safeguarding policy in residential centers and group homes for children.

Survey and clinical considerations of gender identity in lower primary school children.

Gender consciousness directly affects the development of gender identity, which is a continuous and lifelong process. Meanwhile, hospitalization is a part of many children's lives and has an impact on their gender development. To investigate the current situation of gender identity in lower primary school children by conducting a survey of 202 hospitalized children in the lower grades and to provide a theoretical basis and foundation for the cultivation of gender identity and medical treatment of children based on the results. This study aims to inspire clinical medical staff to scientifically and reasonably arrange hospital wards for lower primary school children and pay attention to gender protection during the medical treatment process and to help children shape a unified and clear gender identity, which will enable them to better integrate into society and promote their personality development. The gender consciousness scale for elementary and middle school students was used for the survey. Gender identity was already present in lower primary school children. The children's gender roles and gender equality consciousness were strong, exceeding the critical value, but their gender characteristics, gender identity, and gender ideal consciousness were weak. Children aged 6 had the weakest gender identity, and girls had significantly stronger gender identity than boys. Gender identity is already present in lower primary school children, providing a basis and inspiration for the cultivation of gender identity and medical treatment of lower primary school children. Clinical medical staff should be aware of and understand these results and should scientifically and reasonably arrange hospital wards for lower primary school children.

An Approach to the State of the art of Variational Thought in First Grades of Schooling

This paper presents a retrospective and documentary study on elements associated with variational thinking, with the purpose of establishing how variational thinking has been developed in children in the first grades of school from the approach of TO. First, a review is made of some of the central categories for the Theory of Objectification (TO), with the purpose of analyzing subsequent research. Then, the main research developed on variational thinking in the early grades of schooling is described, from a Colombian and international perspective. Subsequently, some elements that are considered important to be considered in future research are proposed, in the light of the TO categories. Finally, some elements are proposed that show the importance of studying variational thinking from the early grades of schooling, as well as some elements to consider for such a study.

Validation of a screening scale for phonological awareness skills in a brazilian context

There is a consensus in the literature on the importance of developing phonological awareness skills for the acquisition of the learning process of reading and writing. In order to investigate the existence of characteristics that lead a child in the early grades to be classified as at risk for the development of phonological awareness skills, we need appropriate materials. This study presents the results of the development of the Screening Scale for Phonological Awareness Skills (ERHCF), to which children of both sexes, aged from 4 to 10 years, were submitted. The results showed that the ERHCF seems to be adequate and relevant for the age group that was developed, according to the registered sample.

On the Acquisition of Differential Object Marking in Child Heritage Spanish: Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)

Studies on school-aged children have been infrequent in research on Spanish as a heritage language. The present study explored how dual-language immersion education, patterns of heritage language use, proficiency, and age shape child Spanish heritage speakers’ production and selection of differential object marking (DOM). A total of 57 English–Spanish bilingual children and 18 Spanish-dominant adults completed sentence completion and morphology selection tasks. Results revealed that the group of heritage speaker children that produced and selected the differential object marker most frequently was the seventh and eighth grade children (ages 12–14, the oldest in the study) who had completed a dual-language immersion program. Different factors accounted for variability in each task: bilingual education and proficiency affected the production of DOM, while age affected selection. Heritage speakers selected DOM more frequently than they produced this structure. These findings have implications for theories of heritage language acquisition that emphasizes that language experience and exposure account for differences between heritage speakers and argue for the dissociation of production from underlying syntactic knowledge. The data also argue that heritage speakers may possess a bilingual alignment for DOM, whereby underlying receptive knowledge is modulated by cumulative exposure, while production depends more on bilingual education and proficiency in Spanish.

Delayed development of basic numerical skills in children with developmental dyscalculia.

Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children's impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis.

A Multi-Method Examination of Peer Functioning in Children with and without Cognitive Disengagement Syndrome.

Cognitive disengagement syndrome (CDS) includes excessive daydreaming, mental confusion, and hypoactive behaviors that are distinct from attention-deficit/hyperactivity disorder inattentive (ADHD-IN) symptoms. A growing number of studies indicate that CDS symptoms may be associated with ratings of social withdrawal. However, it is important to examine this association in children specifically recruited for the presence or absence of CDS, and to incorporate multiple methods including direct observations of peer interactions. The current study builds on previous research by recruiting children with and without clinically elevated CDS symptoms and using a multi-method, multi-informant design including recess observations and parent, teacher, and child rating scales. Participants were 207 children in grades 2-5 (63.3% male), including 103 with CDS and 104 without CDS, closely matched on grade and sex. Controlling for family income, medication status, internalizing symptoms, and ADHD-IN severity, children with CDS were observed during recess to spend more time alone or engaging in parallel play, as well as less time involved in direct social interactions, than children without CDS. Children with CDS were also rated by teachers as being more asocial, shy, and socially disinterested than children without CDS. Although children with and without CDS did not differ on parent- or self-report ratings of shyness or social disinterest, children with CDS rated themselves as lonelier than children without CDS. Findings indicate that children with CDS have a distinct profile of peer functioning and point to the potential importance of targeting withdrawal in interventions for youth with elevated CDS symptoms.

Estigma público en niños hacia personas con enfermedad mental

We analyzed how the familiarity that adults had with mental illness and the more or less positive appraisal of their experiences in this regard influenced the stigma of their children. Stigma was measured in terms of children's refusal to help a peer with mental illness. The sample consisted of 56 children in sixth grade and one legal guardian each. The Attribution Questionnaire-8 for Children, the Level Of Familiarity scale and a Likert scale were used for assessment. A positive and statistically significant correlation was found between adult familiarity and child stigma. The higher the familiarity, the lower the stigma. It was debated whether or not the stigmatizing attitudes measured would really be stigmatizing in childhood, and it was recommended that further research be carried out and that the Attribution Questionnaire-8 for Children be validated in Spain.

Impact of '/r/' in the Accented English of Chinese Learners in Childhood

With the development of globalization, the gap between urban and rural areas in terms of the level of economic development has increased, and accordingly, resources are tilting more and more towards the cities, and more and more people are finding that there is an imbalance between urban and rural development. In the context of English as a Second Language (ESL) acquisition in China, this research is aimed to explore the phonetic nuances of the /r/ sound in English pronunciation of Chinese children at the elementary level, specifically focusing on urban and rural distinctions because of its representativity in phonetic. This research uses graphs and charts for visual analysis to comparatively study the English pronunciation skills of children in the lower grades of urban and rural elementary school and analyze potential causes, finding out that Chinese English learners accent in childhood undergoes differences between urban and rural area.

Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction

ABSTRACT We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction and related to available resources and positionings. Multimodality and social semiotics, social practice theory, and positioning theory were the three theoretical anchors that guided the study, along with sociocultural and sociopolitical framings of science education. The study took place in the context of the multi-year collaboration STAGE (Science Theatre for Advancing Generative Engagement) among teachers and university educators designing and studying pedagogies of embodiment as part of students’ engagement in school science. The ethnographic design of the larger research allowed us to engage over a school year with each class. The focus of this study is on classes of three teachers, who collaborated with a teaching artist, using data from video-recordings, fieldnotes, and conversations with students and teachers. The findings point to the generative nature of embodiments in terms of both the knowledge and identities that the children were constructing and the factors that shaped that generativity. These include (a) the resources available, (b) the children’s own particular interests and sources of excitement, and (c) the simultaneous use of multiple semiotic tools that offer different affordances for meaning making. The findings affirm that multimodal embodied performances children design and create in school spaces (classrooms and settings for larger school gatherings, like auditoria) and at home provide opportunities to desettle expected axiological, ontological, and epistemological norms that often dominate science teaching. The power of dramatizing and of performing arts is facilitating the development of connections, solidarity, and feelings among peoples and materials.

Szülői attitűdök, magatartásformák a tévéhasználatra vonatkozóan egy székelyföldi településen

In my study, I analyse parental attitudes towards children's TV watching in a suburban settlement. I analyze two components of parental attitudes. In my research, I conducted semi-structured interviews with mothers from Sângeorgiu de Mureș who have children in grades 5-8 and attend an educational institution in the settlement. The interviews were structured around three main themes: how parents think about their children's time in front of the television, what kind of regulation they use when it comes to deciding about their children's time in front of the television and when it comes to deciding about content consumption. In my study, I use the resulting text data to analyse statements about children's television use and identify parental attitudes.

Analysis of turnover intention and influencing factors among female nurses with two children in Grade A tertiary public hospitals in Sichuan province: a cross-sectional study.

This study aims to examine the current status of turnover intention among female nurses with two children and explore the factors influencing their decision to resign, ultimately providing a basis for reducing nurses' turnover intention and stabilizing the nursing workforce. A convenience sampling method was used to select 1,370 in-service female nurses with two children from 65 Grade A tertiary public hospitals in Sichuan Province from September to December 2023. Data was collected through a general information questionnaire, work-family behavioral role conflict scale, regulatory emotional self-efficacy, and turnover intention scale. This study revealed that the average score for turnover intention among female nurses with two children was (13.11 ± 3.93). There was a positive correlation between work-family behavioral role conflict and turnover intention (r = 0.485, p < 0.01), while regulatory emotional self-efficacy showed a negative correlation with turnover intention (r = -0.382, p < 0.01). The main influencing factors for resignation among these nurses included age, number of night shifts per month, average monthly income, primary caregiver for children, work-to-family conflict and family-to-work conflict, and the ability to express positive emotions (POS), the capacity to regulate negative emotions such as despondency/distress (DES), and the skill to manage anger/irritation (ANG). Collectively, these factors explained 29.5% of the total variance in turnover intention scores. Turnover intention among female nurses with two children is relatively high. To address this issue, hospital managers shall implement effective measures through various channels to settle work-family conflict, enhance nurses' regulatory emotional self-efficacy, and reduce turnover intention resulting from work-family conflict. Together, these efforts will reduce nurse turnover and foster a stable nursing workforce.

Parental Travel Behaviors and Children's Independent Mobility: A MultiSite Study.

Children who are allowed greater independent mobility (IM) are more physically active. This study investigated associations between parents' current travel mode to work, their own IM and school travel mode as a child, and their child's IM. Children in grades 4 to 6 (n = 1699) were recruited from urban, suburban, and rural schools in Vancouver, Ottawa, and Trois-Rivières. Parents reported their current travel mode to work, IM, and school travel mode as a child. Children self-reported their IM using Hillman's 6 mobility licenses. Multiple imputation was performed to replace missing data. Gender-stratified generalized linear mixed models were adjusted for child age, parent gender, urbanization, and socioeconomic status. The older a parent was allowed to travel alone as a child, the less IM their child had (boys: β = -0.09, 95% confidence interval [CI], -0.13 to -0.04; girls: β = -0.09, 95% CI, -0.13 to -0.06). Girls whose parents biked to work (β = 0.45, 95% CI, 0.06-0.83) or lived in Trois-Rivières versus other sites (β = 0.82, 95% CI, -0.43 to 1.21) had higher IM. IM increased with each year of age (boys: β = 0.46, CI, 0.34-0.58; girls: β = 0.38, 95% CI, 0.28-0.48). Parents who experienced IM later may be more restrictive of their child's IM. This may help explain the intergenerational decline in children's IM.