Grade Children Research Articles

Associations between school engagement and mental well-being among Finnish parent-child dyads

Abstract Background To understand how individual differences in mental well-being emerge for children and adolescents, it is important to understand the amenable factors in the context in which the development takes place - that is, for children, primarily in the family and in school. There is a notable gap in the research exploring the positive impacts of school factors on parent-child dyads and their mental well-being, and if there are any associations between school engagement and the mental well-being of parents and their children. Methods Data from 307 parent-child dyads were included in the study, the data stemming from a Finnish l research project (CONSENSUS) encompassing longitudinal survey data collection among both children in grades 4-6 and their parents. By exploring bivariate correlations and using the Actor-Partner Interdependence Model (APIM), the present study aims to investigate actor and partner effects of school engagement and mental well-being among parents and their child in grade 4-6. Results Preliminary results show that there are statistically significant correlations between parents’ and their children’s mental well-being, but that there are no significant correlations between children’s school engagement and parental school engagement. Further, statistically significant actor effects emerge between children’s school engagement and mental well-being, and between parental school engagement and mental well-being. Conclusions By clarifying the interaction between school engagement and mental well-being in parent-child dyads, this study not only contributes to the theoretical understanding of these constructs but also offers insights that can inform future development of mental well-being promotion interventions aimed at families and educational settings in Finland and elsewhere. Key messages • This study offers an innovative exploration of the links between mental well-being and school engagement among 274 Finnish parent-child dyads. • Results show various interactions between school engagement and mental well-being among the parent-child dyads, with implications for interventions intended to support well-being in families.

Lunchbox content and dietary outcomes of Dutch primary school children explored by sociodemographics

Abstract Background Most children fail to meet recommended guidelines for a healthy diet. Children living in low socioeconomic areas are less likely to have healthy eating behaviours. In this study we investigated the food Dutch primary school children bring from home, and their dietary, health and school related outcomes explored by sociodemographics. Methods 5 primary schools, with high deprivation scores and a high percentage of overweight, have been included in this study (ClinicalTrials.gov NCT06058325). With observations in September 2023 we mapped the content of lunchboxes, including snacks, of children. Questionnaires for all parents and children in grade 5-8 focused on dietary and health outcomes of children and perceived class factors. Preliminary baseline data were analysed using descriptive statistics. Exploratory analyses will be conducted to show differences by sociodemographics (e.g. age, sex, parental financial stress). Results 297 lunchboxes were observed, 98.7% contained sandwiches, half being brown bread. Most children brought fruit from home for either lunch or morning snack, 13.8% not at all. 21.9% brought vegetables. 135 children completed the questionnaire: 43.0% boys, mean age 9.3 years old (SD 1.12). Children ate fruit and vegetables on an average of 5.9 (SD 1.69) and 4.9 (SD 2.23) days a week. Whereas 80% of children eats fruit every day at school, only 20% of children eats vegetables every day at school. Most children perceived their health as good (89.3%) and felt happy (89.6%). On a scale of 1 (low) to 5 (high), they rated concentration, social climate and comfort in class an average of 3.8 (SD 1.05), 4.3 (SD 1.07) and 4.3 (SD 0.92) respectively. Conclusions Lunchboxes of Dutch primary school children mainly contain sandwiches. Whereas most children eat fruit at school, the majority of children do not eat vegetables at school. A healthy school lunch might increase vegetable consumption of children and could affect health and school related outcomes. Key messages • Most Dutch primary school children eat sandwiches during lunch at school, but in half of the cases this is not brown bread as recommended by nutritional guidelines. • Most Dutch primary school children bring fruit to eat as snack or lunch, but no vegetables to eat at school. The majority also self-reported the lack of eating vegetables at school on a daily basis.

Representativeness of disadvantaged pupils in a trial to improve beverage consumption in Belgium

Abstract Background The cluster-randomized controlled trial DRINK was implemented in 2021 to evaluate the effect of interventions aimed at reducing sweetened beverages and increasing tap water consumption among children in French-speaking primary schools in Belgium. Multiple participation issues related to the implementation in the school setting were encountered. Our aim was to describe the individual characteristics of pupils at baseline and their participation in the data collection. Methods In 2021, out of a sample of 168 schools stratified by region and socioeconomic index (SEI), 46 were included. Children in grades 3 to 5 were asked to complete a 4-day diary to record all beverages consumed. Questionnaires were completed by children and parents, from which individual characteristics were summarised, such as the Family Affluence Scale (FAS; in three groups). Results School participation (overall: 29.0%) was higher in Wallonia (33.0%) than in Brussels (22.0%), and in schools with an intermediate SEI (33.0%). At baseline, a total of 3,631 children participated in the data collection, either through the 4-day diary, the child questionnaire, or the parent questionnaire; 2,013 completed all three instruments. Participating children were more likely to be girls, to have an intermediate FAS, to be born in Belgium, and to have two working parents. The proportion of children attending schools in the Brussels region was 27.9% of the total participating children and dropped to 11.5% for those who returned three valid questionnaires. The proportions of low FAS (14.4% to 11.8%), birth outside Belgium (11.8% to 8.7%), and low parents’ schooling (35.3% to 33.8%) were lower among children who completed the three instruments. Conclusions The low participation of Brussels schools, possibly exacerbated by the Covid-19 impact, may explain why disadvantaged children were less represented in the baseline sample. Such knowledge is valuable for interpreting the findings of such a trial. Key messages • Participation issues may have affected the representativeness of less advantaged children. • Documenting such disparities is key to understanding the context in which interventions were implemented.

The effect of grandparental involvement on grandchildren's school grades: Heterogeneity by the extended family characteristics

As the early years are crucial for individuals' lifelong socioeconomic success, extensive research has examined the impact of non-maternal childcare on children's development. This study aims to enhance the understanding of the relationship between grandparental involvement (defined as grandparent childcare, frequency of contact, and financial support) and grandchildren's school grades, exploring a mechanism of positive selection: children from extended families with specific socioeconomic characteristics are more likely to spend time with grandparents and benefit the most from this involvement.We utilize data from the German Pairfam survey, which uniquely provides rich information on three family generations. By conducting a heterogeneous treatment effect analysis, we account for confounding factors associated with grandparental involvement and school performance that could bias our findings. For example, children from advantaged families could be more likely to spend time with grandparents and achieve better school grades. Additionally, this approach examines whether the effect of grandparental involvement systematically varies across children based on the extended family's characteristics. For example, children from advantaged families may benefit the most from spending time with grandparents who possess social, cultural, and cognitive resources conducive to their development.After accounting for confounding factors and heterogeneity, our analyses do not reveal a statistically significant effect of grandparental investment on children's school grades. The study concludes by discussing possible reasons for this result and highlighting the implications for the intergenerational transmission of inequality.

The Effect of an Inclusive School Environment on The Learning Achievement of Children With ADHD In Class III of Primary School

The background to this research is that ADHD (Attetention Defic Hyperactifity Disorder) children are very dependent on their environment, because they have difficulty focusing and are hyperactive. This will relate to the social and achievement of ADHD children. The aim of this research is to explain the influence of an inclusive school environment on the learning achievement of ADHD children in third grade of elementary school. The method used in this research is descriptive qualitative, which allows researchers to clearly explain social reality through observations and interviews at the research site. A qualitative approach is useful for explaining the influence of an inclusive school environment on the achievement of ADHD children in third grade of elementary school. Qualitative research is an inquiry strategy that plays a role in searching for meaning, understanding, concepts, characteristics, symptoms, symbols and descriptions of an event; focused and multimethod, natural and holistic; prioritizes quality, uses several methods, and is presented narratively. An inclusive school environment has an important role in forming social relationships between students who have obstacles and those who do not have obstacles, so that educational goals can be realized optimally. All school members must be able to carry out their respective obligations, as well as students who have obstacles.

PELATIHAN EKSTRAKURIKULER TARI KREASI DALAM MEMBENTUK SIKAP PERCAYA DIRI SISWA OLEH KAMPUS MENGAJAR 7 DI SDN 50 CAKRANEGARA

Abstrct. Extracurricular dance is a very important activity to build students' self-confidence and sense of responsibility at the 50 Cakranegara State Elementary School. With extracurricular activities, they are able to express themselves through dance movements and musical rhythms so that students' self-confidence can develop. The research method used is the PALS approach (Paraticcipatory action learning system). The data collection was obtained based on observations in grades 4 and 5 as well as notes while in the field. The results of the research showed that children in grades 4 and 5 who took part in dance extracurricular activities and received dance instruction appeared to have a confident attitude. This is demonstrated by several factors, including responsibility and self-confidence. Aspect of self-confidence: students who are always confident and self-confident seem to have a firm stance, drive and joy, which can be seen in every action they take. The ability to fulfill obligations and fulfill commitments is a measure of responsibility. With this creative dance extracurricular, it is hoped that it can foster two aspects, namely confidence in one's abilities and responsibility. Key Word. Extracurricular, Confidence, Dance Art

PENDEKATAN BERDIFERENSIASI DALAM MODEL INQUIRY LEARNING TERHADAP PENINGKATAN HASIL BELAJAR PAI MATERI ANAK SALEH SISWA KELAS IV SD NEGERI 2 DONOTIRTO BANTUL

The purpose of this class action research is to determine the improvement of PAI learning outcomes for pious children through a differentiated approach in the inquiry learning model for grade IV students of SD Negeri 2 Donotirto Bantul. Through a differentiated approach, it seeks to find out the learning needs of students to the maximum, combined with an inquiry learning model that involves students to the maximum so that students are more actively involved. This class action research was carried out in two cycles. The subject of this study is a fourth grade student of SD Negeri 2 Donotirto Kretek totaling 20 children. Data collection techniques are carried out through tests, observations, and documentation. The data analysis technique uses quantitative descriptive analysis. The results of this study show that a differentiated approach in the inquiry learning model to improve the learning outcomes of PAI material for pious children in grade IV students of SD Negeri 2 Donotirto Bantul can improve the learning outcomes of grade IV students of SD Negeri 2 Donotirto. The improvement of learning outcomes can be seen based on the value of student learning outcomes from pre-cycle, cycle I, and cycle II. This can be seen from the completeness of the first cycle which shows 65% while in the second cycle it shows a completeness of 100%, from this there is an increase in completeness of 35%.

Reading Proficiency Among Grade 7 Learners

Analyzing reading competency in children in Grade 7 provides insightful information on learning objectives, cognitive growth, and the efficacy of literacy training. This information has consequences for teaching practices, educational systems, and individual students. This study assessed the reading proficiency of 146 Grade 7 students using a standardized test. The data were statistically analyzed using the mean, Mann-Whitney U-test, and analysis of variance. Results showed that the overall reading proficiency of the students was at a frustration level. When grouped by three different variables, the students’ reading proficiency stayed at the frustration level across all categories. Furthermore, no significant differences were found in reading proficiency when comparing students based on their profile variables. In this context, this paper ascertained the reading proficiency of Grade 7 learners in a public secondary school in a medium-sized division in Central Philippines for the Academic Year 2022–2023. Data needed for this descriptive study was collected from 146 respondents using a standardized instrument from the Oral Verification Test with one reading passage and a 7-item question. The ensuing analysis showed that the reading proficiency of Grade 7 Learners was at the frustration level, a level that signals a need for intervention, support, and reflection on instructional practices. This result calls for a customized reading plan to bring relevance and answer to the needs of the learners who still have difficulty in their reading proficiency level. Keywords: Language education, reading proficiency, word recognition, reading comprehension, Negros Oriental, Philippines

ALFABETIZAÇÃO E LETRAMENTO: ASPECTOS DA PRÁTICA DOCENTE NAS SÉRIES INICIAIS

The literacy process is an extremely important and fundamental stage for the student’s social and educational integration, especially in contexts where written language is widely valued. This study aims to contribute to the understanding of literacy methods for children in the initial grades of elementary school. The central objective is to analyze the literacy process from the perspective of pedagogical practices, seeking to understand the factors that lead to school failure. To achieve this objective, we used a theoretical foundation based on authors such as Silva e Silva (2018), Santi (2014), Barbosa (2013), Demo (2007), Kleiman (2007), Arelaro (2015), Rego ( 2016), Oliveira (2012), Mello (2015), Mortatti (2016), among others. The methodology adopted was qualitative, involving exploratory reading and selection of relevant materials, with the aim of organizing and synthesizing ideas in order of relevance, facilitating the identification of the essential elements for solving the research problem. Literacy and literacy are complementary processes, and it is essential that innovative pedagogical practices emerge that promote the continuous qualification of literacy teachers. This, in turn, must be in constant development, aware of its responsibility in forming critical citizens committed to society. The study considers that literacy and literacy are distinct, but integrated and interdependent methods, both fundamental for the acquisition of reading and writing by students.

‘To be on the seventh sky’: exploring the nature and push of key factors in Indian parents’ choice for shadow education

ABSTRACT This research contributes to the current discourse about the role of parentocracy in the expansion of shadow education (known as private tutoring or supplementary instruction) for primary -grade children. Multiple data collection techniques were employed through the distribution of open-ended questionnaires and one-to-one semi-structured interviews, involving 171 parents of primary-grade children belonging to North India. The thematic analysis of the data highlighted the motivations of parents for engaging their children in shadow education and its significant impacts. In addition, the research highlighted the relationship between parents’ socioeconomic status and the accessibility of shadow education for primary grade children. The study has further explored the role of parental educational background in influencing the expansion of shadow education for primary grade children. The findings concluded that the most significant motivation of parents for engaging their primary grade children in shadow education is reducing the screen time of their children.

Mathematical skills classification through primary education

By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child’s development based on the data obtained from a sample of 1346 s to sixth grade children. On the basis of correlation analyses and exploratory factor analyses, we came up with an invariant four-factor structure for each grade. The four factors obtained were the following: (a) early and retrieval skills (subitizing, enumeration, number facts) (b) transcoding and ordinality skills, (c) numerical advanced skills and (d) visual-spatial advanced skills. Confirmatory factor analyses showed that the four-factor model fits well to the data (RMSEA < 0.06, CFI > 0.95, GFI > 0.93, SRMR < 0.05) at all grades. The associations between the mathematical measures were captured in each factor and the revealed invariant structure is discussed and compared with previous classification models of mathematical skills. Given that the difficulties in learning mathematics is currently being viewed as a continuum of academic abilities instead of a distinct problem, the underlying invariant four-factor structure can facilitate experts and educators to better understand how a broad area of mathematical skills are related across the primary education, in order to carry our comprehensive assessment of both the mathematical strengths and weaknesses of their students and to apply the appropriate customized teaching strategies.

Memotivasi Anak Usia Dini Menabung Demi Masa Depan di Kelurahan Perdagangan I

This community service activity aims to improve children's financial literacy and motivate them to save from an early age. This activity was carried out in Perdagangan I Village, Bandar District, Simalungun Regency on August 19-20, 2024 targeting children in grades 5 and 6 at Satrya Budi Perdagangan I Elementary School. The method used involved socialization and making piggy banks from used plastic bottles decorated according to the children's wishes, in order to increase their motivation to save. In addition, the community service team also conducted a Focus Group Discussion (FGD) to get feedback on the methods and materials provided. The results of the activity showed that the level of children's financial literacy was still low, where most children did not have the habit of saving and tended to spend their pocket money. After the activity, there was an increase in motivation to save and understanding of the importance of financial literacy, although there were still challenges in implementing the habit of saving consistently. This activity had a positive impact with the increase in enthusiasm of children and parents in understanding the importance of saving for the future. The activity is expected to contribute to increasing public awareness of the importance of financial literacy from an early age.

Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools

BackgroundInclusive education has become increasingly popular based on the assumption that it has multiple benefits for students with special educational needs (SEN). However, contradictions remain regarding the widespread nature of these benefits, particularly when it comes to academic motivation. AimsIn this large-scale cross-sectional study, we relied on the Big-Fish-Little-Pond Effect (BFLPE) to assess the links between inclusive education and students’ academic self-concepts and learning interests in the mathematics and verbal domains. SampleThe sample consisted of 21,219 German elementary school children in Grade 4 who were enrolled in three groups: students without SEN attending regular schools (n1 = 19,069), students with SEN attending regular schools (n2 = 933), and students with SEN attending special education schools (n3 = 1214). MethodsDoubly latent multi-group multilevel structural equation models and tests of latent interaction were performed to test the BFLPE. ResultsResults supported the BFLPE for both outcomes and domains. However, no BFLPE was identified for learning interest in the verbal domain among students with SEN attending special education schools, although the size of this effect did not differ significantly from that observed among students without SEN. In regular schools, the BFLPE was almost two times stronger among students with SEN than among their peers without SEN. ConclusionsResults support the generalizability of the BFLPE to students with SEN, while casting doubts on the motivational benefits of inclusive education for these students. Interventions targeted at attenuating the BFLPE should thus be tailored for both regular and special education schools.

Perceived Influence of a State-Level Universal Free School Meal Policy on Households With Varying Income Levels: An Analysis of Parental Perspectives

BackgroundIn the United States, a means-tested approach is often used to provide free or reduced-price meals (FRPM) to students from lower-income households. However, federal income thresholds do not account for regional cost of living variations. Thus, many ineligible households may be at risk for food insecurity. Universal free school meal (UFSM) policies may help address this issue, especially in states with a higher cost of living. ObjectiveTo evaluate parent perceptions of the influence of Massachusetts’ statewide UFSM policy on households eligible and ineligible for FRPM. DesignCross-sectional survey of parents across income categories conducted during the 2022-23 school year. Participants/settingMassachusetts parents (N = 403) with children in grades kindergarten through grade 12 with incomes ranging from <185% of the federal poverty level to >300% of the federal poverty level. Main outcome measuresParents’ perceived influence of Massachusetts’ UFSM policy on their child and household. Statistical analyses performedAnalysis of variance examined differences in the perceived impact of UFSM by FRPM eligibility, adjusting for demographic characteristics. ResultsHouseholds that were FRPM eligible or near eligible were significantly more likely to report that their ability to have enough food for their family would be harder without UFSM (P < .0001) compared with those in the highest income category. Across all income categories, approximately 75% of parents reported that school meals should be free for all children, and UFSM saved their family money and time and reduced stress, with no significant differences by FRPM eligibility. Roughly half (52%) reported their household finances would be hurt and 42% of parents from households eligible for FRPM reported their child would be less likely to eat school meals if the UFSM policy ended. ConclusionsThis study found strong parent support of UFSM policies regardless of income level. In addition, parents perceived that discontinuing UFSM may adversely influence school meal participation, including among students from lower-income households, as well as food security among households ineligible for FRPM, particularly in areas with higher costs of living. Policies to expand UFSM should be considered among additional states and at the national level.

Impact of the COVID-19 pandemic on school-going adolescents studying in government schools – A psychosocial perspective

ABSTRACT Background: Childhood is the most essential phase in a person’s life as the foundations laid at this stage decide the future. Children are one of the vulnerable groups during any disaster. It is a stressful event that is not easily understood. It is emotionally confusing and frightening and results in children needing significant instrumental and emotional support from adults. Aim: To understand the psychosocial impact of the COVID-19 pandemic on school-going adolescents. Methods: This study adopted a cross-sectional research design in which sociodemographic characteristics and the CRIES-13 were administered to all the 312 children studying in 9th and 10th grade from the five selected schools. Statistical Analysis: Descriptive statistics such as frequencies, mean, and percentages were employed to analyse participants’ demographic characteristics. Chi-square, independent t-test, and ANOVA were used for comparison of the data. Results: The mean age of the respondents was 15 years (SD 0.98). It was found that most of the children (90.4%) had disturbances in their education, with 10th grade children having more disturbance than 9th grade ones (P value &lt; 0.05). Further, intrusion and arousal were found to be significantly higher among male children than female children (P value &lt; 0.05). Also, intrusion and arousal are significantly higher among 9th grade students, whereas avoidance is higher among 10th grade students (P value &lt; 0.05). Conclusion: The study identified that COVID-19 has a profound psychosocial impact on school going-adolescents. This finding highlights the importance of understanding the pandemic’s impact on children from a psychosocial perspective and designing appropriate interventions for them.

중국 학령후기 아동이 지각한 어머니의 과보호와 학교적응 간의 관계: 아동의 기본심리욕구 만족 및 좌절의 이중 매개효과

Objective: This study examines the dual mediating effects of basic psychological needs satisfaction and frustration on the relationship between maternal overprotection as perceived by Chinese late school-age children and their school adjustment. Methods: The subjects encompassed 329 fifth to sixth grade children in city R, China. Pearson correlation and mediation analyses were performed on the collected data using Process macro (Model 4) in SPSS 25.0Results: First all major variables showed significant correlations with each other. Second, the analysis of the dual mediating effects revealed that the satisfaction of basic psychological needs mediated the relationship between maternal overprotection and school adjustment whereas frustration did not. Conclusions: Maternal overprotection and children's basic psychological needs are important in Chinese children’s school adjustment. Basic psychological needs satisfaction and frustration emerged as different mediating paths in the relationship between maternal overprotection and children's school adjustment.

A Study of Group Work Intervention on Children’s Concentration in Lower Grades: A Case Study of Children’s Concentration Enhancement Group in Elementary Schools

According to the survey on the concentration level of children in the lower grades, the results show that most of the children have concentration deficits. Concentration ability plays a crucial role in children’s intellectual development. With the continuous development of science and technology, different types of electronic products are emerging, which will undoubtedly create a great temptation for children. This hinders the development of children’s ability to concentrate, which not only affects the development of their own ability but also poses a threat to their future development. Therefore, it becomes an essential course to improve children’s ability to concentrate. This paper adopts research methods such as participant observation method and interview method, based on social learning theory, social support theory, and other related theories, through the J City social work service agency selected six children in the lower grades who are not focused and voluntarily participate in this activity into group activities, analyzed the practical effect of group work intervention in the lower grades concentration and problems from the practical point of view. On this basis, corresponding countermeasures are proposed to improve the quality of group intervention services. This paper found that the practical effects of group work intervention on children’s concentration in the lower grades include: improving children’s concentration, promoting children’s self-knowledge, and enhancing children’s self-confidence. Problems include insufficient parental participation and insufficient peer group social interaction. The following countermeasures are proposed: building a platform for peer interaction to improve children’s concentration; constructing a social support network for children with the participation of multiple parties; social workers clarifying their own role positioning and flexibly switching their roles; and enhancing their professional competence and strengthening their practical work skills.

Eruption and caries status of first permanent molars in children aged 6–7 years in Shijingshan District, Beijing, China

BackgroundDental caries is still a major disease that affect the oral health of people in China. First permanent molars (FPMs) are the most caries-susceptible teeth among school-aged children. The aim of this study was to investigate the eruption and caries status of first permanent molars in children aged 6–7 years in Shijingshan District, Beijing, China, to provide information for oral health promotion.Methods The study was a cross-sectional survey conducted in 6-7-year-old first grade children from public elementary schools in Shijingshan District, Beijing. Participants were invited to receive a clinical oral examination. The eruption status and caries experience of FPMs were recorded. Questionnaires assessing children’s sociodemographic information and oral health-related behaviors were completed by the children’s parents or guardians.ResultsA total of 3,176 children, including 1,644 boys (51.8%) and 1,532 girls (48.2%) were included in the oral examination and questionnaire. Eruption status of FPMs was as follows: 37.5% fully erupted, 28.3% partially erupted, 34.2% not erupted. Girls had more erupted FPMs than boys (70.1% VS 61.8%, P < 0.001). The prevalence of dental caries in FPMs was 5.5% (174/3,176) in studied children. The mean decayed missing filled teeth score of FPMs was 0.11 and the mean decayed missing filled surface score of FPMs was 0.19. Binary Logistic regression analysis demonstrated that girls had more tooth decay than boys and father’s educational background also associated with the caries experience of the studied children (P < 0.05).ConclusionsAround two-thirds of FPMs were fully erupted or partially erupted among children aged 6–7 years old in Shijingshan District, Beijing. Approximately 5% of the newly erupted FPM established dental caries. Effective intervention should be applied in this age group for oral health promotion.

Patterns of Parental and Peer Assistance in the Formation of Anti Bullying Behavior in Students at SMPK Citra Bangsa Mandiri Kupang

The objective of this study is to identify and explain the patterns of parental and peer support in shaping anti-bullying behaviour among students at SMPK Citra Bangsa Mandiri Kupang. Bullying is a persistent and repetitive form of aggressive behaviour characterised by an unequal power dynamic between the offender and the victim, with the intention of causing harm and exerting pressure on the victims. This study employs descriptive methodologies with a qualitative approach, utilising interview techniques. This buy is mostly aimed for the eighth grade children. The study involved a total of four participants, comprising two parents and two students. Interviews are systematically done to examine the influence of school programmes on the development of anti-bullying behaviour through observation. The study findings indicate the existence of three distinct forms of parental support in shaping children' anti-bullying behaviour. The concept of Conscious Parenting is the deliberate and mindful approach of raising children, with a strong emphasis on attentive care and effective communication. Authoritative Parenting, the second style, is distinguished by parents who make fair requests and have high levels of responsiveness towards their children. Parents who have been given official permission not only have elevated standards for their children, but also provide them with the necessary resources and assistance to achieve success.

Connectives in written narratives by German-speaking children in fourth grade and adults

Connectives in written narratives by German-speaking children in fourth grade and adults