Children In Primary Education Research Articles

Sweet Christmas: Do overweight and obese children associate special events more frequently with food than normal weight children?

This study examined children's spontaneous associations of special events with food. Children in primary education (N = 111, age between 10 and 13 years) at a school in Germany wrote down their first five associations with five special or festive events (Christmas, holidays, weekend, carnival and birthday). After completing the free-word association test, they were offered a choice between a candy and a toy. Finally, their body mass index (BMI) was measured. The first prediction was that overweight and obese children would associate special events more often with food than normal weight and leaner children. The second prediction was that choice for a candy would be predicted by a higher number of food-related associations. The first hypothesis was not supported: BMI was negatively related to number of food-related associations (the lower the BMI, the more food-related associations). The second hypothesis was also not supported: There was no relation between number of food-related associations and choice for a candy or toy. A possible explanation for the finding that leaner children reported more food-related associations is that for them specific sweets and snack food are more exclusively connected to special occasions than for overweight children. Speculatively, this may be the result of differences in food parenting styles between parents of heavier and leaner children. Parents of leaner children often have a more restrictive style, i.e., reserving specific foods for specific, relatively rare occasions whereas parents of overweight children adopt more liberal food rules.

¿Cómo influyen la edad y el género en la capacidad de cambiar de dirección en alumnos de educación primaria? (How does the age and gender influence the ability to change direction in primary school children?)

El principal objetivo de esta investigación fue conocer la influencia de la edad y el género en la capacidad de cambiar de dirección (CODA) en niños y niñas de educación primaria. En este estudio participaron 343 niños y niñas (8.2 ± 1.1 años, 143.2 ± 8.7 cm, 37.8 ± 9.9 kg) estudiantes de primer, segundo, tercer y cuarto curso de educación primaria. Para evaluar la CODA se utilizó el Modified Agility Test (MAT). Los resultados mostraron diferencias significativas (F(3) = 56.25, p ≤ 0.001) entre los grupos de edad. Las diferencias en la CODA entre chicos y chicas no se han manifestado hasta el cuarto curso (t(56) = -2.30, p = 0.02) de educación primaria. Atendiendo a la edad y al género, la evolución de los chicos y las chicas fue diferente. Estos resultados pueden exponer la necesidad de implementar programas específicos para mejorar la capacidad de cambio de dirección en distintos momentos en función de la edad y del género.Abstract. The main objective of this study was to determine the influence of age and gender on the ability to change direction (ACD) in elementary education children. This study involved 343 children (8.2 ± 1.1 years, 143.2 ± 8.7 cm, 37.8 ± 9.9 kg) from first, second, third and fourth year of elementary education. The Modified Agility Test (MAT) was used to evaluate the ACD. The results showed significant differences (F(3) = 56.25, p ≤ 0.001) between the age groups. Differences in ACD between boys and girls have not manifested through fourth grade (t(56) = -2.30, p = 0.02). The development of boys and girls was different by age. These results may lead us to think about the need to implement age- and gender-specific programs to improve the ACD at different times.

Mother Tongue and the Right to Choose the Medium of Instruction in Primary Education: A Constitutional Basis

Frequently, parents of children are faced with a difficult question: what should be the medium of instruction for their children in primary education. Should it be the language the child has grown up with or should it be the language the government chooses to teach in a particular state by way of its education policy? In this paper, I will show that the freedom of choice of one’s medium of instruction is implicit in our Constitution and children or their parents and guardians have the right to choose the language of instruction for their children in primary education. Part I deals with the origins of the term mother tongue and the evolution of it’s meaning in the legislative and judicial branches of India. Part II deals with a child or his parent/guardian’s right to choose a medium of instruction. Here, I explore several cases that explicitly and implicitly bring the point forward. In this part, I discuss the latest Supreme Court judgement that recognises this right. In Part III, I deal with the advantages of mother-tongue based medium of instruction, the state of multilingual education in India and the resultant pernicious situation which linguistic minorities face in India.

La percepción de los tutores sobre la implicación educativa de las familias inmigrantes en la Comunidad Autónoma del País Vasco=Classroom teachers' perceptions on the educational involvement of inmigrant families in the autonomous community of the Basque

This present research seeks to find out the perceptions of teachers/tutors regarding the educational involvement of immigrant families that have children in Primary Education in the Autonomous Community of País Vasco (Spain). The arrival of pupils of immigrant-origin families has revealed the importance of establishing bridges of interaction and communication between family and school. The empirical study, of qualitative nature, was carried out with 123 teachers at 24 schools from the three provinces of the Autonomous Community mentioned. The discourse of the teachers underlined that educational involvement of the families was, above all, of academic nature and involved also social support. The educational involvement of the families at school was smaller than the one addressed in the homes of those families. In this sense it lied down fundamentally on the personalised relationship with the teacher, rather than participation in meetings and other activities organized by the school. The teachers believed that educational involvement should include, apart from the academic and socio-affective dimension, the linguistic-cultural one. That responded, in some extent, to the social and educational bilingual situation of the Educational System from Pais Vasco, and to the importance tutors attribute to that dimension as a key factor for integration of the inmigrant families.

Immigrants Families’ and Teachers’ Expectations from Children in Primary Education: Implications for Inclusive Education

Abstract This research aims to study first-generation immigrant's families’ and classroom teachers’ expectations from children in primary education in the Basque Autonomous Community (Spain). Data from 302 primary children's families and their classroom teachers were obtained among 24 schools of the Basque community. Families have more positive expectations towards their children's academic achievement and Spanish and Basque achievement. While families expect their children to establish closer relationship with people born in the Basque Country, classroom teachers’ believes that students will maintain to a great extent their native language and friendships with peers from their country of origin. The results suggest implications for an inclusive education.

Results of a 7-Week School-Based Physical Activity and Nutrition Pilot Program on Health-Related Parameters in Primary School Children in Southern Spain

The goal of this study was to determine the effect of nutrition education combined with sessions of vigorous extracurricular physical activity (VEPA) on the improvement of health related parameters in children in primary education. The sample group consisted of 54 children in the fifth year of primary education divided into two groups: an intervention group (IG) of 25 students and a control group (CG) of 29 students. The intervention lasted 7 weeks and consisted of 13 sessions of VEPA combined with sessions of nutritional education that were attended by the students in the IG as well as their parents. During the intervention the IG showed a decrease in the body fat percentage, total cholesterol, cholesterol linked to low- density lipoproteins and blood pressure, together with an increase in cholesterol linked to high-density lipoproteins, and an improvement in the maximum oxygen uptake and dietary intake profile compared with the CG, which showed an increase in the percentage of fats and no significant changes (p < .05) in other parameters. The results of this study provide evidence that a 7-week program of nutritional education and vigorous short-duration physical activity can improve health related parameters in children.

Eating habits and lifestyle in a group Turkish primary education children

Background: The prevalence of child obesity is increasing rapidly worldwide as well as Turkey due to skipped main meals and increased snacking. The objectives were to study the prevalence rates of overweight and obesity in a group of Turkish children, and to analyze the relationship between eating habits and lifestyle and obesity. Methods: The study was carried out in 6 schools in urban regions in the city of Eskisehir, Western Turkey between February and May2008. Atotal of 1421 students aged 7 - 14 years (708 boys and 713 girls) were examined. Eating habits and life-style were obtained by evaluation of a standard set of 15 questions prepared using the literature. Results: Most obese students reported having a snack in the afternoon, not spending at least five hours of leisure time per week in physical activities, being high income level, that their mother’ education level was university, eating less fruits, eating less vegetables, having more dessert after any meal, eating more potato chips, watching television more, living a physically active life less, less breast feeding, that their father consumed alcohol, that their father was overweight/ obese, their mother wase overweight/obese (statistically important relationships for each one). Conclusions: A small portion of 7 - 14-year-old Turkish children are at increased health risk owing to overweight and obesity in an urban po- pulation in a developing country.

Recognizing Formal and Substantive Equality in the Oršuš Case

On 16 March 2010 the ECtHR, in a second-instance judgement in the case of Orsus v. Croatia (hereinafter: the Orsus case), found that the policy of Croatian elementary schools distinguishing among students based on their grasp of Croatian language resulted in discriminatory segregation of Roma students what constitutes a violation of the European Convention on Human Rights. This judgment was overwhelmingly accepted by the Roma rights activists across Europe, because it represents a continuum in the ECtHR jurisprudence that condemns the segregation of Roma through education. Namely, in advance to this judgment there was a couple of cases where the ECtHR had established violation of the prohibition of discrimination, that came as a consequence of segregation of Roma children in primary education. All those cases underline the on-going practice of segregation of Roma children in separate classes that is present in several European countries, based either explicitly on their ethnic origin and alleged mental disabilities, or - as it was the case in Croatia - on grounds of their inadequate official language skills. This article examines differing approaches to equality towards the Roma taken by the Croatian Constitutional Court, First Section of the ECtHR and the ECtHR’s Grand Chamber in the Orsus case. We argue that different approaches to equality can provide a useful framework to explain substantially different judgements in this case.

A Research of Audio Visual Educational Aids on the Creativity Levels of 4-14 Year Old Children as a Process in Primary Education

This study investigates what kind of positive and negative effects audio visual educational aids have on the creativity level s of 4-14 year old children in primary education. The data obtained from the preschool and primary education researches show that the children's perception of the outer world and their creativity levels change depending on various factors, this situation is related with the children's individualization process, personalization and developing identity is shaped in the 4-14 age group and audio visual educational aids make positive contributions to children's creativity level.

Development of a Scale for Domain General Perceived Control Scale Primary School Childrens and #8217;

SUMMARY AIM: This study aimed to develop a scale to measure domain general perceived control scale for elementary age children. METHOD: Participants were a total of 341 primary school children, 4th and f4th grade for 152 students, 6th, 7th and 8th grade for 162 students aged between 10-14.Skinner (1996), perceived control based on the theory is created 12-item scale of perceived control of the general form of the trial for primary education children and this form, within the scope of the research subjects, are given in order to make the validity and reliability studies. In order to test the validity of the scale developed, Satisfaction with Life was used. This scale was developed by Diener et al. (1985) and adapted into Turkish by Yetim (1993). RESULTS:Exploratory and confirmatory factor analysises and certain reliability analyses were used in the study. As a result of the analysis, four Likert-type five items scale were obtained. The findings revealed one -dimensional scale, 46.35% of whose variance was explained. Cronbach’s coefficient alpha provided evidence for the internal consistency of the exploratory the Scale. The reliability of the scale was 0.70 and indicated that the 5 item scale had good internal consistency for the sample. CONCLUSION: The scale that resulted was given the title “Scale for Primary School Children’ Time Orientation during Classroom Disengagement”. This instrument may be used in various studies in the future, thus contributing to the development of the field.

MECANISMOS DE IDENTIFICACIÓN DE PALABRAS EN NIÑOS DISLÉXICOS EN ESPAÑOL: ¿EXISTEN SUBTIPOS?

Utilizando un test de lectura de frases para evaluar el nivel de eficiencia lectora de escolares de 3º a 6º de educación primaria, fueron seleccionados 60 niños con más de dos años de retraso específico en lectura (disléxicos) y 65 normolectores (control edad). El objetivo era establecer la existencia de un déficit del mecanismo de lectura fonológico (evaluado con lectura de pseudopalabras) y consecuentemente, del mecanismo léxico-ortográfico (evaluado con escritura de palabras inconsistentes). Se utilizó el análisis de regresión para poner en evidencia subtipos de disléxicos caracterizados por puntajes desequilibrados entre las dos medidas. Los resultados globales muestran déficits importantes a nivel fonológico y ortográfico. La clasificación en subtipos señala una mayoría de disléxicos “armónicos” y “de superficie” sin aparecer claramente el subtipo “fonológico”. La proporción de armónicos aumenta con el nivel escolar y alcanza el 90% del grupo de disléxicos en 6° año. Los resultados son interpretados en el marco del modelo de autoenseñanza. La ausencia de disléxicos fonológicos es interpretada considerando que estos casos aparecen típicamente en sistemas ortográficos opacos en los cuales el mecanismo de ensamblado fonológico es poco fiable, lo que induce a la memorización de imágenes ortográficas de las palabras.

Disruptive behaviour of students in primary education and emotional intelligence

This study analyses the relation between disruptive behaviours and the emotional abilities of children in primary education. To do this, disruptive behaviour and emotional abilities were evaluated in 1422 pupils aged between 6 and 12 years of age at 11 education centres using EQIjv. No relation was found between disruptive behaviours and age, but one was found for sex and emotional abilities. Boys presented more disruptive behaviours than girls. However, there was a significant relation between disruptive behaviours and the general index of emotional intelligence. The most related abilities were stress management and interpersonal relations. Implications of these results are discussed.

The Education about Breakfast and its Importance Given to Child-to-Mother in Turkey

This study was planned to give education to children in primary education and their mothers through their children on breakfast and its importance and to determine the efficiency of this education method in Turkey. The schools were classified as groups of experiment and control. A questionnaire form was prepared in order to determine the nutrition levels of the students and their mothers and this form was applied as pre-test and post-test. The research was conducted on 31 students between ages of 11-13 and their mothers in two private primary schools. When education was given, education techniques such as research and discussion, illustrated explanation, role-playing, painting, poster design, lyrics writing and composing and poem-writing were enjoyed. Non-parametrical test of Wilcoxon Matched-Pairs Signed-Ranks Test and Independent-Samples t-test were also used. It has been determined in the outcome of the educational activities conducted that there is a significant difference (p<0.05, p<0.001) between the awareness levels of both children and their mothers about breakfast and its importance. The results of this study claim that both children and their families fail to comprehend the importance of breakfast sufficiently and also they need information on accurate usage of the time.

Percepção de estudantes do ensino fundamental quanto ao aleitamento materno e a influência da realização de palestras de educação em saúde

OBJECTIVE: To assess attitudes to breastfeeding among children in primary education and to evaluate the influence of educational lectures on their knowledge. METHODS: This was a cross-sectional study of 503 students of both sexes from the fourth to the eighth grades of five different schools. The children were divided into two groups: control (n = 215) and intervention (n = 288) in order to evaluate the influence of educational lectures. A questionnaire containing 30 questions about different features of breastfeeding was used for data collection. The intervention took the form of a 30-minute lecture, given at the schools. RESULTS: The lecture increased the number of schoolchildren who answered that breastmilk is most beneficial for infants (p < 0.05) and that breastfeeding is the most practical way of feeding babies (p < 0.05). There was a reduction in the number who would give supplementary feeding during the first month of life (p < 0.05) and also in how many would give a baby a pacifier (p < 0.05). After the intervention less than half of the girls would chose to breastfeed for 1 year or more (39.1% in the control group vs. 43.2% in the intervention group); while the opposite was true of the males (54.7% in the control group vs. 51.7% in the intervention group). More of the boys (37.1%) were able to cite specific advantages for mothers from breastfeeding when compared to the females (19.9%). CONCLUSION: The results indicate that lectures on health education, presented at schools, have a beneficial effect on breastfeeding knowledge, awareness and attitudes.

The attitudes of primary school children to breastfeeding and the effect of health education lectures

To assess attitudes to breastfeeding among children in primary education and to evaluate the influence of educational lectures on their knowledge. This was a cross-sectional study of 503 students of both sexes from the fourth to the eighth grades of five different schools. The children were divided into two groups: control (n = 215) and intervention (n = 288) in order to evaluate the influence of educational lectures. A questionnaire containing 30 questions about different features of breastfeeding was used for data collection. The intervention took the form of a 30-minute lecture, given at the schools. The lecture increased the number of schoolchildren who answered that breastmilk is most beneficial for infants (p < 0.05) and that breastfeeding is the most practical way of feeding babies (p < 0.05). There was a reduction in the number who would give supplementary feeding during the first month of life (p < 0.05) and also in how many would give a baby a pacifier (p < 0.05). After the intervention less than half of the girls would chose to breastfeed for 1 year or more (39.1% in the control group vs. 43.2% in the intervention group); while the opposite was true of the males (54.7% in the control group vs. 51.7% in the intervention group). More of the boys (37.1%) were able to cite specific advantages for mothers from breastfeeding when compared to the females (19.9%). The results indicate that lectures on health education, presented at schools, have a beneficial effect on breastfeeding knowledge, awareness and attitudes.

Reported versus actual snacking behaviours: a note on methodology

Self-reporting surveys have been used extensively in research to obtain information on dental health practices, snacking behaviours, motivation and lifestyles. However, how reliable and valid are questionnaire assessments of children's snacking behaviours? The purpose of this study is to do with methodology—to compare the use of questionnaires and activity sheets with the collection of ‘rubbish’ (an indicator of the actual snacks consumed) as a means of assessing the snacking behaviours in children in primary education. Four hundred and eighty-two children aged 5 and 11 years of age took part in the study. They completed a questionnaire assessment of the foods and drinks they consumed during their morning break. In addition they were required to collect the wrappers, cans or provide evidence of their actual snacks taken on each occasion in their named and dated ‘rubbish bag’. On visual inspection the results showed that there were discrepancies between the questionnaire responses and the rubbish bag collection. When the data were subjected to kappa analysis there were in general poor levels of correspondence between actual and reported snacking behaviours. The findings from this study suggest that the collection in ‘rubbish bags’ of the physical evidence of the snacks children devour may be a more appropriate indicator of the dietary habits of children in primary education.

The influence of socio-demographic factors upon children's breaktime food consumption in North and West Belfast

Children in primary education in Northern Ireland have a diet which is charac terised by a high consumption of fatty and sugary snacks. Evidence shows that a relationship exists between such dietary habits and socio-demography. Previous work has relied upon reports of dietary habits rather than assessing the snacks actually taken. The aim of this study was to examine how socio- demographic factors affected the actual type of breaktime snack taken by children in primary education in North and West Belfast. Four hundred and eighty-two children took part in the study. Using the 'rubbish bag' meth odology as an indicator of actual snacking behaviour, the results showed that gender and socio-economic profile of the school attended were associated with the food consumption of children at breaktime in North and West Belfast.

Validity of the Amsterdam Child Behavior Checklist: A Short Rating Scale for Children

The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the Child Behavior Checklist. Teachers from 94 schools rated 454 children on both lists. Analysis showed that the associations between the scores of the scales of the Amsterdam Child Behavior Checklist and of similar scales of the Teacher Report Form ranged from moderate to strong. These data support the validity of the scales of the Amsterdam Child Behavior Checklist.

Innovative Links Action Research at St Paul's School Nightcliff

St Paul's Catholic School was established in 1967 and provides primary education for children around Darwin from Transition to Year 7. The present enrolment is 270 pupils coming from the immediate areas such as Nightcliff, Coconut Grave, Rapid Creek, Millner, Alawa, Jingili, Moil, the northern suburbs, and even from as far as Palmerston and the rural areas beyond. There is a very diverse population of students from various cultural backgrounds attending S t Paul's. Approximately 20% of the children currently enrolled are Aboriginal, and there is a considerable representation of Greek, Italian, Filipino and Chinese family backgrounds.

Literacy in a Larger Context

Illiteracy is a social phenomenon reflecting structural problems of society; therefore, the nature of the illiteracy problem can be better understood and the solutions found by looking at the larger social context. The complexity and social ramifications of illiteracy make it inappropriate to talk about eradication of illiteracy by a certain date. Literacy is not merely learning the mechanics of decoding the alphabet. To be meaningful, literacy must help meet people's basic learning needs, and, to that end, it must be reinforced and supplemented by a network of opportunities for diverse and continuing education and post-literacy learning. Effective primary education for children and the use of all channels of communication and education to create a learning society are essential conditions for nurturing a culture of literacy. Participation of all segments of society and additional resources are needed to promote literacy as an integral part of the effort to meet basic education needs. The research agenda in literacy should include, in addition to technical aspects, the exploration of policy issues relating to the role of literacy in a larger social context.