Grade Children Research Articles

Combining cognitive and affective factors related to mathematical achievement in 4th graders: A psychological network analysis study

Background: Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.Methods: Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. fluid reasoning, symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.Results: The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.Conclusion: Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.

The Effect of a Sibling Shared Reading Intervention on the Reading Development of Early School-Aged Children in Rural China

ABSTRACT Research Findings: The home literacy environment provides important support for the reading development of preschool and early school-age children; however, existing research has mainly focused on the role of parents. The current study examines the effect of a 10-week, sibling-shared reading intervention on the reading development of lower-grade primary school children in rural China. Sixty children in grades 1–2 from multi-child families were recruited from a rural primary school and randomly assigned to the intervention and control groups (30 in each group). Results showed that although the two groups of children were well matched on various background characteristics and reading measures at baseline, immediately after the intervention, children in the Sibling Shared Reading intervention group not only performed significantly better than the control group on intervention-based character recognition but also showed significantly higher performance on reading comprehension beyond the intervention materials than the control group. At the six-month follow-up test, the intervention group also performed significantly better than the control group in reading comprehension. The findings of the present study extend the home literacy model and suggest the role of siblings in children’ reading development. Practice or Policy: We recommend that, in addition to parents, reading enrichment activities among siblings are an important and effective strategy for promoting children’s reading development in multi-child families.

Transforming Summer Literacy: How Innovative Programs Cultivate a Passion for Reading and Stronger Student Connections

This study examines the perspectives of children enrolled in a six-week summer literacy program and its impact on their attitudes toward books and reading. Specifically, the research aimed to explore how culturally relevant pedagogy and engaging literacy activities influenced children’s motivation to read by addressing the following two research questions: What are participants’ perspectives on the benefits of a summer literacy program? and What are participants’ perspectives on reading and books after immersion in a summer literacy program? The sample consisted of 21 children in grades 1–6. Using a mixed-methods approach, including surveys and open-ended questions, the study investigated participants’ perceptions of the program’s content, structure, and the quality of relationships with instructors and peers. The research focused on how the use of culturally relevant literature and enrichment activities shaped children's reading experiences and the role of child-staff relationships in fostering engagement. Outcomes revealed that the program's diverse literature, coupled with interactive activities, significantly contributed to cultivating a passion for reading. A supportive, nontraditional learning environment and positive relationships between children and staff further enhanced participants’ perceptions of reading and learning. This study highlights the effectiveness of innovative summer literacy programs in fostering a love for reading and strengthening student engagement.

Impact of Parental Deprivation on Academic Success of Children: A Study of Public Primary Schools in Masaba South, Kenya

This study investigated the relationship between parental deprivation and academic achievement among children from public primary schools. Using correlation and cross-sectional study designs, data were collected from 10 schools, involving 324 randomly selected children in grades 4 and 5. Results revealed a high prevalence of parental deprivation, with significant deficits in necessities, safety, shelter, educational resources, and parental care. Most children reported problems with clothing (95.1%), food (98.8%), safety (65.9%), shelter (34.7%), education (87.3%), quality time with parents (88.2%), and parental discipline (83.6%). Parental deprivation negatively impacted academic achievement. Grade level (Adjusted β = 0.1, 95% CI [-0.8, 1.0], p = .819) and age (Adjusted β = 0.5, 95% CI [-0.1, 1.0], p = .110) showed no significant associations with absenteeism or grades. However, difficulties affording shelter were a significant negative predictor of grades (aβ = -2.7, 95% CI [-2.8, -2.6], p < .001), while spending quality time with parents positively influenced grades (aβ = 0.4, 95% CI [0.2, 0.6], p < .001). The study demonstrated the need for comprehensive interventions addressing parental deprivation's material and education achievements. Recommendations include strengthening social safety nets, enhancing educational resources, promoting positive parenting practices, and addressing economic inequalities.

The Comparative Study of Bilingualism in East and Southeast Asia

The comparative study of bilingualism in East (Taiwan) and Southeast Asia (Vietnam) includes two interrelated investigations. This study provides valuable insights into the processes of language and literacy development among children from minority groups and examine patterns of language acquisition within school-age populations in bilingual communities. The research contributes to a deeper understanding of how bilingualism affects educational outcomes in these distinct cultural and linguistic contexts. Study A involved in-depth interviews with 62 Vietnamese immigrant participants and aimed to explore their language learning experiences and related issues of adaptation to Taiwanese culture. Study B, which was located in the Thái-speaking district of Bá Thước in Thanh Hóa province, involved fieldwork that primarily focused on the development of bilingual children in first grade. In the Chinese-speaking community of Taiwan, evidence suggests that immigrant parents make significant progress in the second language learning of Chinese. In turn, first generation children appear to be making progress that is parallel to that of their Chinese native-speaking peers. Similarly, in the Thái-speaking communities, progress in mastering the national language, Vietnamese, as a second language is comparable to that in Vietnamese-speaking communities (Kinh monolingual children).

Values Are Not Taught, Values Are Built

Forming values to contribute to the complete formation of the human being as responsible citizens is an educational task that is indispensable to the construction of sustainability. Consequently, this document states that achieving a construction of values that leads to true development is not possible without a teaching and learning of science that, starting from an intersystemic and therefore complex vision of the world, allows us to build them. Answering the question How can interdisciplinary science teaching contribute to generating in today’s children a genuine interest in the study and knowledge of science in general, and in the conservation of natural resources in particular? Was the objective of the methodological proposal for interdisciplinary science teaching that was previously described in the article “Teaching soil science: a strategy and warranty towards the future” (Reyes-Sánchez, 2012). This second document addresses why, how and for what purpose the formation of values and principles accompanied this methodological proposal for interdisciplinary science teaching as a qualitative pedagogical approach that was applied within two schools with children in 5th and 6th grade of basic education −10 and 11 years of age-: by amalgamating the construction of knowledge with that of values to support the appropriation of both in a playful way, seeking and encouraging in children the congruence between knowledge, thought and action. The differences in children’s opinions regarding life problems that affect the social, political and economic order before and after the pedagogical intervention are presented in a comparative manner.

Randomised trial of Mentored ‘Planning to be Active+Family’ [MPBA+F] for Appalachian youth at risk for diabetes: virtual delivery protocol

IntroductionObesity (OB) in children remains a national epidemic. This trial targets children suffering from overweight (OW) and OB living in rural Appalachia. Rural Appalachia is fraught with unhealthy behaviours, high rates of OB, pre-diabetes and type 2 diabetes among children. Diabetes prevalence in Appalachia is nearly double that of other regions. The prevalence of Appalachian children suffering from OB and extreme obesity (EO) increases the severity of diabetes.Methods and analysisWe will conduct a stratified randomised-controlled trial to evaluateMentored Planning to be Active+Family (MPBA+F) among seventh grade children with OW/OB/EO from rural Appalachian counties. Based on the Social Cognitive Theory,MPBA+Fcurriculum is a self-regulation approach to physical activity (PA) developed at The Ohio State University and successfully tested for feasibility in rural Appalachian middle schools.MPBA+F(a) incorporates active skill-building activities; (b) reinforces self-regulating activities; (c) engages in individual and group PA; (d) builds the link between PA, hydration and physical health and (e) actively supports weekly PA goals. Weekly skills are incorporated into reinforcement assignments verified at the beginning the following week. The primary outcome is the average daily minutes of moderate-vigorous PA. We will stratify by sex assigned at birth and conduct intent-to-treat analysis. We use descriptive statistics to summarise cohort and group (MPBA+F or comparison) baseline characteristics and examine variable distributions. Bivariate tests examine the balance of baseline characteristics by intervention groups. Mixed-effects linear modelling will be our more primary regression strategy. A potential problem is loss of curricular integrity. Our process assessment, structured mentor training and Instructor’s Guide reduce this concern. Another concern may be the lack of reliable broadband access. Participating counties exceed 75% broadband access. Those who lose internet access may have materials mailed to their home or accessed on the study website.Ethics and disseminationThis study was reviewed and approved by the American Diabetes Association Grants Review Committee (Grant number 11-22-ICTSN-30), the host institution’s Social and Behavioral Human Subjects Review Committee (Protocol 2022B0149) and is registered on ClinicalTrials.gov (ProtocolNCT05758441). All data that can be shared without compromising human subject protections will be shared to an approved open data repository within six months of publication or 18 months of the conclusion of the funding period (November 2025) if the study remains unpublished. Dissemination to families and stakeholders is by project newsletters. Public presentation of findings will be shared at the Annual Appalachian Translational Research Network and local health department meetings.Trial registration numberNCT05758441.

Investigation of the Prevalence of Child Abuse and Its Influencing Factors by Parents

Background: The prevalence of child abuse is increasing globally, and this form of abuse can lead to severe and long-term problems in adulthood. In Iran, child abuse ranks as the most common form of domestic violence. Objectives: This study aimed to investigate the prevalence of abuse and its influencing factors among elementary school children. Methods: This descriptive-analytical study was conducted in 2023 in the city of Abadan. A total of 378 students from grades two to six in seven schools were selected using cluster and random sampling methods. The research instruments included a demographic questionnaire and a standard child abuse questionnaire. Data were analyzed using SPSS21 software, with both descriptive and analytical statistics applied. Results: The average age of the children was 10.43 years. The most common form of child abuse reported was parental neglect, with a prevalence of 75.53%. A significant relationship was found between physical abuse and factors such as the father's education (P = 0.001), parental illness (P = 0.001), parental addiction (P = 0.006), and parents' divorce (P = 0.03). Additionally, psychological abuse was significantly associated with the mother's education (P = 0.001), parental addiction (P = 0.02), loneliness at home (P = 0.002), and the child's grade (P = 0.001). Parental neglect showed a significant relationship with the child's grade (P = 0.014), birth order (P = 0.004), and place of living (P = 0.053). Conclusions: The most common form of abuse among students was parental neglect. A lack of parental awareness regarding appropriate child-rearing behaviors can contribute to child abuse. Therefore, it is recommended that schools and other relevant institutions increase efforts to educate parents on preventing various forms of abuse.

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.