Children's Learning In School Research Articles

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia.
 Keywords: English Camps, Learning Method, Fun English Learning

Sleep and learning in school children

Objectives: To discuss physiological factors that affect learning in school children and the harmful effects of major sleep disturbances on that age. Methodology: Articles were analysed between 2020 and 2015 in LILACS, PUBMED, SciELO and MEDLINE databases with the keywords: Sleep and Child; Sleep and Learning; GH and Learning; Memory and Learning; Blood Flow and Learning; Oxygenation and Learning; Immunity and Cognition. Additionally, we also referred to the books "Sleep and Sleep Medicine" and "Insomnia from Diagnosis to Treatment". Results and discussion: We found evidence in the literature that sleep influences brain plasticity, spatial learning, motor training, long-term memory, Growth Hormone (GH) release, synapses remodelling and acts on the Hypothalamic-pituitary-adrenal (HPA) axis. Furthermore, clinical and practical findings also show that immunity is affected and children with sleep problems present significant disturbances in learning. Conclusion: The relationships between sleep reduction/ sleep disorders and daytime /nocturnal brain function, influence learning of school children.

Implementation of physically active lessons: A 2-year follow-up

Combining physical activity and academic content is a promising way to improve health and academic learning in schoolchildren. This paper examined the continuation of physically active lessons (PAL) in five Norwegian elementary schools, two years after a 10-month intervention period, which consisted of weekly minimum 2 x 45 min of PAL. Data were collected through semi-structured interviews with nine teachers and five school leaders. The Level of Use instrument was used to assess how the teachers integrated PAL into the school day. Two years after the intervention period, seven of nine teachers conducted PAL regularly, on average one lesson per week. Teachers’ implementation progress varied from struggling with logistics, to stable routine and creative adaption. Perceived benefits for the children, active leadership, and ongoing implementation support seem important for continuation. Introduction of PAL as a school development project, systematic planning from the onset and a gradual introduction of PAL, can be an effective strategy for continuation and long-term sustainability. In addition, the Level of Use instrument was useful to better understand which support mechanisms are needed at different stages in the implementation of PAL.

Egg and Jerry

In this paper we present a sociolinguistic research conducted on Italian schoolchildren learning English as LS. Following on from renowned researchers, we focused on a less studied population, that is school-aged monolingual children. Our participants consist in 15 students of a 4th grade class at a primary school in Pavia, all aged around 9 y.o, 7 boys and 8 girls. All children do not present any recorded cognitive problems and they are all Italian L1 speakers with little or no use of other languages at home, and English learnt as LS since the beginning of primary school at age 6. We recorded all children performing a task of re-narration of a “Tom & Jerry” cartoon, firstly in Italian and then, after one week, in English. The corpus consist of about 2h 45’ of recordings, transcribed and annotated in ELAN. Lexical knowledge in English was also tested through a questionnaire before the recordings. The results were analyzed both qualitatively and, partly, quantitatively. During qualitative analysis, two elements were observed: (1) general tendencies in speakers general behavior and (2) differences in the relationship between syntactic-conversational system and gesture system in relation to L1/L2. The quantitative analysis show a difference in the use of beats gestures and iconic ones between L1 and LS, but also between boys and girls.

Strength-based approach for building resilience in school children: The case of Gaza

This paper seeks to develop a “Strength-based proactive approach for building resilience in school children” under political crisis to be used by counsellors within Gaza schools to advance social and emotional learning programmes that enhance students' resilience and wellbeing. A mixed- methodological approach was used to collect and analyse data. The qualitative methods included data collection using literature review, (12) interviews with school principals and psychologists and (12) focus groups with parents, counsellors and teachers. The quantitative method included data collection using (619) students’ self-administered questionnaires. The study population consisted of all students of basic education grades in Gaza city. The study sample was random and consisted of (619) students. Statistical analysis was used to analyse the questionnaire and the content analysis was used to analyse qualitative data. Findings obtained in this study reflected that both qualitative and quantitative methods highlighted similar strength factors that support building resilience among school children in Gaza. They define children’s ability to adapt and succeed despite the difficult conditions surrounding them, child positive thinking, providing care, creating a supportive school environment, incorporating resilience topics in curriculum, engaging children in resiliency workshops, building strong relationships between school and family, joining peer groups, and building good relationship with neighbours and relatives. In conclusion, this study comes as the first effort to develop CSBPA model for counsellors in Gaza city and other cities experiencing similar political instability to apply effective approaches for fostering academic learning, resilience and wellbeing of school children.

Организация дистанционного обучения с использованием видеоуроков

The article deals with issues of methodology of establishing distance learning by means of video lessons. It contributes to the resolution of methodological contradictions that can take place while establishing distance learning process. The purpose of the research is to clarify the concept of video lessons as well as to identify organizational and pedagogical conditions for effective use of video lessons in distance learning. The following research methods were used: analysis of scientific and pedagogical literature, conference materials, study of educational Internet portals, analysis of practical experience on the use of video lessons in distance learning for schoolchildren. As a result of the research, the concept of video lesson is clarified, its types are briefly described in terms of form and methodological content, and online learning platforms for distance learning are reviewed. Various options for organizing distance learning for schoolchildren using video lessons, their capabilities and limitations are presented, and detailed methodological recommendations are given. It is concluded that the presence of three mandatory stages in the distance learning process, definition of the interaction mode in each of the stages, based on specific conditions of the learning process (the technical capabilities of the parties, the nature of the educational material, level of preparation and motivation of pupils), the presence of qualitative feedback in the dyad "teacher – student" are related to the organizational and pedagogical conditions for effective use of video lessons in distance learning.

Nuevas pedagogías artivistas para la educación: evidencias de la construcción de convivencias democráticas y aprendizajes cooperativos en contextos vulnerables

El objetivo del estudio es comprobar los efectos de pedagogías artivistas en la convivencia democrática y los aprendizajes cooperativos en escolares de contextos vulnerables. El enfoque fue cuantitativo, de diseño experimental. Se estructuraron dos experimentos con muestras experimentales de: a) 85 estudiantes de cuarto a sexto grado de educación primaria, b) 65 de sexto grado de educación primaria. Se halló que: 1) la pedagogía artivista popular basada en aspectos culturales (problemas y folklore) desarrolla la convivencia democrática en contextos vulnerables, y 2) la pedagogía basada en dáctilo pintura teatral desarrolla los aprendizajes cooperativos de forma significativa y sus dimensiones, aunque la interacción individual es un aspecto complejo de desarrollar. Por tanto, se determinó que la pedagogía artivista popular y la experiencia de dáctilo pintura teatral son pedagogías útiles para el desarrollo de la democracia y la cooperación para convivencias saludables en contextos de vulnerabilidad escolar.

Towards a framework for spatial reasoning and primary mathematics learning: an analytical synthesis of intervention studies

The connection between spatial reasoning and mathematics learning and pedagogy in primary school children has been the subject of an increasing number of studies in recent years. There has been no comprehensive analysis, however, of how studies based on spatial reasoning interventions may lead to improvements in students’ mathematics learning in school classroom environments. This article considers 18 studies selected from a combined systematic literature review of 133 studies, from Scopus and Education Research Complete (ERC) using PRISMA, and 23 studies recommended by the research team from bibliographies of major international research centres with a spatial reasoning dedication. This combination approach has allowed a synthesis of research and practice in an analytical way, assisting construction of a framework for spatial reasoning interventions for consideration in developing core knowledge and skills within the primary school mathematics curriculum. The findings highlight the importance of designing and evaluating spatial reasoning programs for primary school children in order to improve students’ mathematics classroom learning, including evidence from standardized tests, as they progress through the school system. The article supports the need for further research on interventions that provide sustainable school-based spatial reasoning programs.

Efeitos do xadrez nas funções cognitivas e na aprendizagem de escolares: uma revisão sistemática

Objetivo: Este estudo teve como objetivo revisar sistematicamente na literatura como o jogo de xadrez influencia as funções cognitivas e, consequentemente, o processo de aprendizagem na população escolar. Metodologia: Foram realizadas buscas nas bases de dados digitais PubMed, Scopus, SciELO e Lilacs, cujos critérios de elegibilidade selecionou estudos randomizados controlados e que a amostra abrangesse escolares entre 6:0 e 17:11 anos, sem comprometimento cognitivo, intelectual e/ou de aprendizagem. As buscas, seleção e análise dos artigos foram realizadas por dois avaliadores independentes. Resultados: Foram encontrados cinco estudos que relacionam jogo de xadrez com desempenho cognitivo e aprendizagem. Eles sugerem que o jogo de xadrez beneficia a cognição e a aprendizagem de escolares, mas divergiram quanto a significância deste benefício. Conclusão: Observou-se a necessidade de mais estudos da temática e de alta qualidade metodológica, principalmente relacionados à alunos com dificuldade de aprendizagem.

Education Policy Overcome Coronavirus, A Study of Indonesians

The COVID-19 or Coronavirus that encircled Indonesia seems to be unmuted. Its massive and relatively fast spread makes people feel scared. Everyone is forced to remain at home to break the COVID-19 transmission chain. Mass agenda eliminated because of COVID-19 also the term work from home (WFH) so popular. COVID-19 also has a serious impact on the education sector in Indonesia. Here are some policies in the world of education taken by the Indonesian government in the emergency period of Coronavirus (COVID-19) year 2020. This article aims to discuss government policy, especially about the education policy to deal with Coronaviruses. The results showed that some government policies related to education in the time Coronavirus could minimize the spread of coronaviruses. These policies include online learning for school children, online lectures, national Examinations 2020 canceled, UTBK SBMPTN 2020 postponed, the implementation for SNMPTN still in review

Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children

Accurate self-evaluation leads to better regulation of learning and better performance in elementary school children and acts as a predictor of future academic success. The present study investigates the conditions under which preschoolers’ self-evaluation accuracy can be enhanced. In the empirical research, 111 children were assigned to one of four conditions: control group, group receiving performance feedback, group acquiring repeated experience of testing, and group obtaining both performance feedback and repeated experience. All the children performed the same analogical reasoning tasks and provided self-evaluation judgments. The overall effects of the performance feedback and repeated experience were significant; however, low performers benefited only from performance feedback, while high performers benefited from performance feedback as well as repeated experience.

Raising the attitude of primary school students to education as a value

The article is devoted to one of the complex problems of modern education, especially primary education - the problem of upbringing the value attitude of primary schoolchildren to knowledge, educational and creative activity. The article contains a description of the diagnostic complex for studying the value attitude towards learning in accordance with its three-component structure, a description of the qualitative characteristics of various levels of formation of the value attitude towards learning in primary school children.

Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

AbstractBenefits of synchronous presentation of multisensory compared to unisensory cues are well established. However, the generality of such findings to children's learning with visual and haptic sensory cue pairings is unclear. Children aged 6 to 10 years (N = 180) participated in a novel tabletop category‐learning paradigm with visual, haptic, or visuohaptic informative cues. The results indicated that combinations of complimentary visual and haptic cues facilitated learning above unisensory visual cues only in 8‐year‐old children. Primarily, however, haptic information was found to dominate children's category learning across ages, particularly in the youngest children (6‐year‐olds), even with equal discriminability of haptic and visual exemplars. These findings suggest developmental changes in the ability to effectively combine unrelated visual and haptic information for categorical learning. Implications for the use of nonpertinent visuohaptic cues in learning tasks within educational settings at different ages, and in particular the dominance of haptic stimuli for children's learning, are discussed.Highlights A novel category learning task examined the role of unisensory and multisensory visual and haptic information in children's learning. Haptic cues dominated learning from 6 to 10 years of age, particularly when combined with visual information in older children. Findings infer protracted development of benefits in combining visuohaptic cues, and dominance of haptic over visual information for category learning.

Virtual Laboratory for Elementary Students

Experiment-based science learning for elementary school children in Indonesia is constrained by infrastructure. Only a few elementary schools have integrated laboratories, which led to science-based thematic learning mostly limited to conceptual or theoretical. The solution offered by this article is the use of a virtual laboratory (VLab-“little scientist”) designed specifically for elementary school students. The little scientist simulates several types of basic experiments using attractive, colorful, and simple visual displays that are easily understood by the young learner. The Virtual Lab-little scientist was developed using the RnD method and operated using screen-based hardware like PC or Mobilephone. The VLab-little scientist was tested on 4th and 5th graders of Elementary School. The test results that the utilization of virtual labs is able to improve students’ science process skills. Students were able to experiment with real equipment, after using the VLab-little scientist. Subsequent development needs to consider the elementary school science curriculum and further test to explore the effectiveness of using virtual lab.

Gamification as a Supportive Tool for School Children with Dyslexia

Gamification, in its nature, combines not only games but also the whole psychological environment. Thanks to this, a properly prepared implementation of gameplaying can encourage people to compete with others and achieve the set tasks and goals. A person feels fulfilled that through his actions has performed a mission or reached a new level. It stimulates them to continue their activity and self-improvement to be better and beat their records. Its advantage is also that it does not have to be limited to one technology or method—it can be realized both through a simple scenario and a corkboard with results, it can also be embedded, e.g., in a virtual or augmented reality. This article focuses on the gamification of dyslexia, a common disorder of developmental disorders among pupils. It affects about 10%–15% of school-age children. The research narrowed the field of the study to one of the aspects of developmental dyslexia—dysorthography and making spelling mistakes by people affected by this disorder. This work aims to present an original application which is using gamification as a supportive tool for the learning of school children with diagnosed dyslexia. The conducted study was based on the implementation of original algorithms and scenarios of gamification on mobile devices, especially smartphones. School children are following a gamification approach for a specified period. As a conclusion, it can be stated that the proposed framework and gamification can help in the learning of people with dyslexia.

Verbal Memory and Learning in Schoolchildren Exposed to Manganese in Mexico.

Manganese (Mn) is an essential nutrient for cellular function, but in high concentrations, it is neurotoxic. Environmental exposure to Mn has been associated with cognitive effects in children. This study aimed to assess the effect of environmental exposure to Mn on verbal memory and learning in schoolchildren residents from two municipalities in the state of Hidalgo, Mexico. Cross-sectional studies were conducted in 2006 and 2013 with a total of 265 schoolchildren of 7 to 11years old. Children's Auditory Verbal Learning Test-2 (CAVLT-2) was used to assess verbal memory and learning. Mn exposure tertiles were defined according to hair manganese (MnH) levels determined by atomic absorption spectrophotometry. Linear regression models were used to estimate the association between MnH levels and CAVLT-2 scores. The models were adjusted by potential confounders. The lowest and highest exposure tertiles were defined below and above MnH levels of ≤ 0.72 and ≥ 3.96μg/g, respectively. Mn exposure was significantly associated with an average of 5- to 9-point decrease in learning curves and summary CAVLT-2 scores in the highest tertile. This study adds to the evidence of decreased verbal memory and learning in schoolchildren environmentally exposed to manganese.

Category Learning in Schoolchildren. Its Relation to Age, Academic Marks and Resolution Patterns.

The aim of this research was to study the learning process using an objective and computerized task. The performance of 466 schoolchildren aged between 6 and 11 in a category learning task, the Category Learning Test (CLT), was examined. The results showed evidence of category learning throughout the trials for the whole sample, F(7, 469) = 29.979, p <.001. In addition, categorization performance improved with age, H(2) = 48.475, p <.001. However, there were old children that struggled with the task and young children that performed very well. The ability to learn the categories was related to the children's behavior when trying to solve the task: the response speed (r = -.217, p <.01) and the organization index (r = .247, p <.01). Nevertheless, performance in the task and academic marks were not related. We discuss the impact of these findings on the promotion and improvement of learning in schools: an intervention to promote slowness and organization might help some children to learn.

The Extension Activities in The Process of Training University Students

Since colonial times, social inequality is the reality that insists on persisting in the country, even with the great economic advances obtained over the centuries. Faced with these problems, there are several responsible for acting on their resolutions and / or mitigations. The important role of government (federal, state, and municipal), justice, NGOs, and even religious institutions are the most popular forms of action outside the scientific community, but universities in extension actions to be an important vector for generating ideas and solutions so that we have a more egalitarian society. It was with this in mind that, in 2008 at the Federal University of Juiz de Fora (UFJF), the Nucleus of Social Attendance of the Faculty of Engineering (NASFE) was created to allow the generation of social projects of engineering and architecture, but also to enable the students to live practical experiences, acting in real cases and developing skills and competences essential for their academic formation. NASFE is currently an extension project that aims at good engineering practice in order to improve the quality of life of poor communities through the provision of free advisory services to engineering projects. With the guidance of teachers, students from the 2nd to 10th period of Engineering, Architecture, Arts and Design, and Social Service of the UFJF it is made possible to offer such services. Since November 2016 actions have been developing in partnership with the Center of Legal Practices of the Faculty of Law of the UFJF providing experience in multiprofessional and multidisciplinary activities. In addition to these services, students are organized into sectors to advance the practice of developing leadership skills so that they are able to assume leadership roles in the labor market and in public power. In this sense, NASFE is divided into three sectors: CIA (Communication, Infrastructure, and Service), Human Resources, and Quality and Projects, each of which is overseen by an academic member. Organization and opening of the requests, training, and management of the members and, finally, development, monitoring, and delivery of projects are the main activities of each sector, respectively. In 2016 and 2017, 71 consultations were carried out, divided into usucapian projects, proletarian projects, regularizations and architectural projects, mapping of risk areas, and technical surveys. Thus, even with the reduced number of students and professors facing the high demand of society for public engineering, a satisfactory productivity was obtained, as well as allowing members a practical vision of the social responsibility of their future professions. In addition, in view of the great problem of cities with natural disasters, the NASFE-EDUCATION sector was implemented in March 2018 with the aim of promoting prevention through the learning of elementary school children and the school community, regarding social and environmental risks, and to bring up the discussion on the subject and necessary care. The development of educational actions in public schools has partners such as the Fire Department and City Hall of Juiz de Fora.

The effects of purposeful play after shared storybook readings on kindergarten children's reading comprehension, creativity, and language skills and abilities

ABSTRACTThis project explored the effects of purposeful play after shared storybook readings on kindergarten children's reading comprehension, creativity, and language abilities. The participants were 42 (26 boys, 16 girls) culturally diverse kindergarten students attending an urban, public school in the northeastern United States. Some children (13) were bilingual or English Language Learners (Spanish and English). First, children completed the Alternative Use Test to assess creativity. Second, children participated in a story reading. Children in the control group received no play; the play group received a 10-minute play period to interact with story related props and finger puppets. Third, children drew the characters and settings they remembered and completed a reading comprehension assessment. Finally, all children completed a language test. Findings revealed that purposeful play had a positive effect on children's reading comprehension and language tests scores although not on creativity. Our findings support the benefits of purposeful play in young children's school learning experiences.

Physically active academic lessons: acceptance, barriers and facilitators for implementation

BackgroundTo improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention.MethodsFive school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher’s intervention delivery logs were collected and analysed.ResultsOn average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools’ planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children’s positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15–20 min lessons were preferred over the 45 min lessons).ConclusionPhysically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school’s strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons.Trial registrationClinicaltrail.gov ID identifier: NCT03436355. Retrospectively registered: 16th of Feb, 2018.