Primary School Settings Research Articles

The ‘Welsh way’, outdoor learning within the primary curriculum: a ‘fringe add-on or mainstream pedagogical practice’?

The increasingly robust evidence base from across the globe highlights a range of potential benefits for children in engaging with outdoor environments including increased physical development, improved mental health and wellbeing, increased resilience and higher levels of engagement. However, children’s access to outdoor environments may be limited by factors such as a lack of available ‘safe’ spaces, concerns such as ‘stranger danger’ and a focus on more structured extra-curricular activities during ‘out of school’ hours. We suggest that schools therefore play a key role in providing opportunities for all children to engage in outdoor environments through outdoor play and learning. This paper provides a reflection of key policy and curriculum changes over the last 25 years in relation to outdoor learning within Wales. It identifies that professional learning is a key factor in ensuring that all primary school educators appreciate the value of outdoor learning. It highlights the need for consistency across primary school settings so that all children within Wales have access to high quality outdoor learning experiences as part of mainstream pedagogical practice. Moreover, it proposes that as we look forward to the next 25 years, accountability should be afforded via the Estyn inspection framework.

Implementing visual literacy techniques among future educators in pre-school and primary school settings

This research aims to evaluate the impact of a visual competence intervention on early childhood and primary school teachers (N = 224) assessing its educational and social significance. Employing both quantitative and qualitative methodologies, the study involved a questionnaire on socio-demographic information and visual habits, alongside an analysis of 31 open-ended questions. Additionally, photographs taken by undergraduate students in primary and pre-school education post-training, were examined for evidence of significant learning. The findings revealed an enhanced awareness among participants regarding photographic content and messaging. The study highlights the critical need for improved visual culture education among future teachers to better serve a society increasingly oriented towards audiovisual communication.

Integrating Students’ Real-Time Gaze in Teacher–Student Interactions: Case Studies on the Benefits and Challenges of Eye Tracking in Primary Education

Integrating neuroscience techniques, such as eye tracking, into educational practices has opened new avenues for understanding the cognitive processes underlying learning. This study investigates the feasibility and practicality of using eye tracking as a supportive tool for educators in primary school settings. By taking into account eye-tracking features in lesson plans and instruction, this study explores the benefits and challenges of this technology from teachers’ perspective. The findings reveal that eye tracking can enhance interactivity, maintain student attention, and provide immediate feedback, thereby aiding in identifying student difficulties that may otherwise go unnoticed. However, the study also highlights concerns related to technical complexities, data privacy, and the need for teacher training to utilize and interpret eye-tracking data effectively. These insights contribute to a nuanced understanding of how eye-tracking technology can be implemented in educational settings, offering potential pathways for personalized teaching and improved learning outcomes.

Enhancing digital literacy in primary education through augmented reality

Currently, there is a need to develop digital competencies already because they are included in the new curriculum. This article explores the field of augmented reality (AR) and its educational potential to bolster digital literacy in primary education. The core objective is to scrutinize the suitable use of AR-integrated mobile applications in primary schooling, spotlighting widely adopted apps and their practical applications. The article underscores digital literacy as a key competence for children’s self-directed future learning. In our research we used a combination of qualitative and quantitative research approaches. It seeks to identify the impacts and benefits of AR in primary school settings. In a natural didactic context, it is conducted as action research. The methodology includes direct observation of pupils engaging with the AR app Quiver during educational tasks, complemented by discussions with their teacher as a focus group. Additionally, the study gathers insights from parents via questionnaires based on their perceptions of AR in education. The analysis of the interview data utilizes the open coding technique to interpret the findings. The relevance of the research was confirmed by the consistency of results when transitioning from onsite to online learning environments. The study showed that AR engagement helped to increase the digital literacy of the participating pupils, showing high levels of engagement, motivation and collaborative communication.

Strategies to support mental health within a primary school setting

AbstractThis article explores an insight into different teaching strategies implemented within two educational settings in year 1 classrooms. Since the Coronavirus pandemic, evidence states that children's mental health is declining highlighting the need to teach children how to gain a positive mindset. This article shall reflect on my practice, which used different self‐regulation strategies to improve a child's emotional intelligence and transfer their knowledge into real‐life practice. It shall reflect on the three primary methods I implemented into my year 1 classroom to create a safe learning environment: Self‐regulation, brain breaks and calm corners. These methods were implemented in two different year 1 classrooms across two different academic years. These strategies were embedded and adapted throughout the whole year, yet this article shall reflect on the evidence of the Autumn term in each academic year. The same strategies were implemented in both academic years to compare these strategies in two different educational settings. The Autumn term was chosen as the reflection period due to the transition from EYFS to Year 1 being a key factor in most children's mental health at that age.

Parent's Perspectives on Boarding Schools in Primary Education Settings: The Case of Std Vi and Vii in Magharibi B District Unguja

This paper is set to determine the Parents' perspectives on boarding schools in Zanzibar. The study is expected to provide insights into the Parents' perspectives and experiences regarding boarding schools in primary school settings, especially for STD VI and VII. The study will shed light on the benefits, challenges, and potential outcomes associated with boarding in primary school settings from different parents. The study utilized the Social Learning Theory developed by Albert Bandura, which is a psychological framework that emphasizes the role of observation, imitation, and modeling in the learning process. This theory highlighted the impact of models in shaping behavior, both positive and negative, and demonstrated how children could imitate aggressive behavior they witnessed in adults. In this study, data was gathered directly from primary sources through various methods such as interviews, Questionnaires, and group discussions in order to give chances for any respondent to give out his or her view about boarding schools in primary education settings in confidence and freeway. The findings indicate that parents prefer boarding schools as they provide a conducive learning environment, help in students' social development, and safety in boarding schools is well-managed. Also, boarding schools have adequate resources and facilities and communication between parents and boarding schools is effective. The study concludes that parents hold varied perspectives on boarding schools, emphasizing their perceived benefits such as conducive learning environments, social development opportunities, and well-managed safety protocols. These positive views are complemented by concerns about resource adequacy, communication effectiveness, and the rigidity of the boarding school environment

Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review.

This systematic review expands the current knowledge about Peer-Mediated Interventions (PMIs) for children with Autism Spectrum Disorder, focusing exclusively on primary school age (6-12years). The study has three aims: (1) describing the main features of the PMI programs; (2) discussing the PMIs efficacy on autistic children's social skills; (3) analyzing whether the PMIs were coherent with the bio-psycho-social model promoted by the International Classification of Functioning, Disability and Health (ICF) classification system, by referring to the person-environment interaction and to the concepts of body functions and structures, environmental factors, and activity and participation. The systematic review followed the PRISMA-P method. The literature search was conducted in August 2024 through PsycInfo, PsycArticles, Education Source, and PubMed databases. A total of 558 articles were generated; 1 study was later added. Twenty-four articles were finally included. Most of the studies used a multiple baseline design across subjects and proved to be effective. Yet, only 5 studies included a follow-up assessment, which showed contrasting results. PMIs partly fit the ICF bio-psycho-social vision, even if they were not designed for this purpose. Our analysis arises from the belief that systematically including the perspective of individual-environment interaction could better guarantee the intervention efficacy.

Collaboration as foundational in the transition from preschool to primary school: a shared action research project between educational settings

ABSTRACT This paper presents a collaborative action research project developed from the experiences of teachers at a preschool and a primary school during, and in the aftermath, of the Covid-19 pandemic. By adopting a hermeneutic phenomenological approach, there is a considered awareness of the life-world of the children, their families, as well as the educators at both settings. Through reflexive engagement in the action research process, this paper identifies key messages to inform a child-centred pedagogy to support transitions as well as outlining some practical strategies for early years and primary school settings.

THE ROLE AND SIGNIFICANCE OF MODERN TECHNOLOGY FOR THE FUTURE OF MUSIC EDUCATION

This study presents research on prospective primary school teachers engaged in music instruction in primary school settings. The research focuses on the development of skills in using and adapting educational content through modern technology. Specifically, it examines the competencies required to utilize an application for composing musical scores using elements of musical notation, a topic typically studied in grades one to four.

Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools

BackgroundEducation systems on an international basis have experienced an increase of neurodiverse students in mainstream schools. Such students can experience a deficit in school connectedness which restricts inclusive participation. In My Shoes is an intervention programme developed in Australia to support the inclusion of pupils with autism in primary school settings. This study aimed to adapt this programme for delivery in UK primary schools and widen it to encompass all neurodiverse pupils. MethodsFocus groups of key stakeholders (Pupils, Parents, Teachers and Senior Leaders) explored and shared perspectives on the In My Shoes programme with regard to adapting and refining it for delivery in UK primary schools. Focus group data were analysed using a thematic approach. ResultsFive themes emerged from the data focusing upon materials, curriculum, context, duration, and whole-school approach. Linking the intervention to the PSHE curriculum for delivery was a key finding. ConclusionsAll key stakeholder groups found the programme beneficial to school connectedness and participation. They contributed to adaptations necessary to widen intervention to encompass all neurodiverse children and for deployment in UK primary schools. The biggest endorsement came from the pupil groups that were most enthusiastic about the intervention, who demonstrated an understanding and a relation to the concepts of the programme. Following revisions to the materials and adaptations suggested by stakeholders, a small feasibility study will be conducted with neurodiverse pupils and their typically developing peers across mainstream year 4 and year 5 classrooms (age 8-10 year olds) in the UK.

Geometric Morphometric and Pattern Discrimination of Handwritten Numeral Characters Based on Local Ethnicities and Native Linguistic Disparities in Malaysia for Forensic Applications

Handwriting can be influenced by factors like culture and native language disparities; however, the specific research to discriminate handwritten numeral characters for forensic questioned document investigation involving the diverse ethnicities (Malay, Chinese and Indian) in Malaysian population remains unreported. Despite its application in forensic anthropology, utilization of the landmark based analysis using the Geometric Morphometric (GMM) technique for examining handwritten numeral character specimens appears sparse. Therefore, this present research that attempted to discriminate ethnicities background of 390 consenting adult participants in Malaysia based on the handwritten numeral characters (0-9) using GMM technique, merits forensic and scientific considerations. Results revealed that while there were universal ones, ethnic-specific handwritten numeral characters that may possibly be influenced by culture and native language (Malay, Chinese and Tamil languages) also prevailed. Significant differences (p < 0.0001) in ethnic-specific characters for the Malay, Chinese and Indian participants who attended the different national primary school settings in Malaysia were also observed. In conclusion, the discrimination of handwritten numeral characters for forensic examination of questioned documents among Malay, Chinese and Indian authors for the development of forensic intelligence is empirically supported.

Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers

Artificial Intelligence (AI) literacy education was previously taught primarily at the university and secondary school levels but has recently started to be expanded to primary school settings. When available at the primary school level, AI literacy is often taught within computer science courses, which may potentially reinforce gender stereotypes and discourage female students' engagement. In AI literacy education, the predominant teaching methods are constructivist approaches, which, while effective in fostering active learning, heavily emphasize technical skills and are therefore limited in their pedagogical scope, as they underplay other important questions, such as disinformation, data justice, and AI's ethical and societal implications. The lack of a clear definition of AI literacy for primary education also raises questions about what to teach and how to teach it. Additionally, little attention has been devoted to understanding gender differences in learning outcomes within AI literacy primary education.This study advocates the use of an arts-based transdisciplinary approach for teaching AI literacy to 25 primary school students. A pilot study utilizing mixed methods was conducted to assess the effectiveness of this arts-based approach. Quantitative analysis through a paired t-test revealed a statistically significant improvement in AI literacy among students participating in knowledge tests. Moreover, the results of the Mann‒Whitney and Kruskal‒Wallis tests indicated that gender and age did not impact pre- and post-knowledge test scores. Qualitative analyses further revealed the pedagogical benefits of the arts-based approach, demonstrating that students enhance their conceptual understanding of AI literacy by reflecting on their artifacts. This study contributes to the literature by providing evidence with a small sample size that the arts-based approach can overcome age and gender barriers to accessing AI literacy education and can serve as a means to teach AI thinking.

Design and Evaluation of the Digital Algebra Game for Children

Children may find learning algebra challenging as the algebraic concepts are abstract for them. To address this challenge, contextualizing algebraic concepts through storytelling and gamification can foster a more enjoyable and comprehensive learning experience. In this study, we introduced the Digital Algebra Game (DAG), a low-fidelity prototype designed to leverage digital game-based learning and storytelling frameworks. Our evaluation involved 96 children aged 9 to 11, along with four teachers, in a primary school setting. Thematic analysis of interview data revealed a positive reception of DAG among both children and teachers. The most unique feature of this game lies in students' ability to transform equations into stories. This approach is believed to not only enhance students' creative thinking but also contribute to their success in mathematics Furthermore, the narratives constructed by students around equations within their daily lives with familiar objects are particularly noteworthy. These insights underscore the potential of incorporating personal experiences into educational game design to enhance engagement and understanding. By bridging the gap between abstract concepts and tangible experiences, educational games like DAG have the potential to enhance learning processes and make mathematics more accessible and enjoyable for children.

‘Putting expertise at the front door’: A systems change evaluation of digitally‐mediated team communication for responding to social, emotional, and mental health support needs in primary school settings

AbstractThe role of education staff in supporting social, emotional, and mental health (SEMH) difficulties is critical, however access to specialist mental health input can be difficult. Digitally‐mediated service delivery was implemented during the COVID‐19 pandemic and may be integrated in a post‐COVID‐19 world to support education staff. Using a systems change evaluation framework, this study explored staff perceptions of a digitally‐mediated, multidisciplinary model for SEMH needs in primary school settings. Participants were education staff (n = 6) from five participating schools in a rural county in the UK and the multidisciplinary team (n = 7). Focus groups were conducted at baseline, 12 months, and 24 months during a 2‐year pilot project. Thematic analysis was used to analyse the data. Education staff and the multidisciplinary team perceived progress over time in relation to increased capacity (for early intervention) and improved coordination (between relevant children's services). Digitally‐mediated service delivery facilitated changes in practice that were empowering for education staff and supportive in meeting communication needs. This study provides preliminary support for acceptability of digitally‐mediated team communication as an enhanced model of SEMH service provision in primary school settings in the UK.

Understanding Middle Leaders' Distributed Leadership Factors as Necessary and Sufficient Conditions for Fostering Teacher Commitment to Change

ABSTRACTThis study aims to examine which middle leaders' distributed leadership factors (cohesive leadership team, participative decision‐making, leadership support and leadership supervision) are sufficient and to what degree these four factors are necessary for fostering high teacher commitment to change (TCTC). Data were gathered from 1018 Malaysian primary school teachers. The partial least squares analysis indicated positive relationships between the four middle leaders' distributed leadership factors and TCTC. The necessary condition analysis revealed that cohesive leadership team and participative decision‐making are necessary and sufficient conditions for fostering TCTC. While leadership support and leadership supervision were identified as necessary conditions, they were deemed less important. This study shifts the focus from principal‐centric distributed leadership to middle leaders' distributed leadership. This theoretical shift underscores the unique contributions of middle leaders' distributed leadership in driving TCTC in primary school settings by employing an expanded analytical approach.

The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation.

There is a recognized need to improve inclusive learning environments for autistic children in primary school settings in Sweden. This study aimed to translate, cross-culturally adapt, and assess the content validity of the Swedish primary school version of the Autism Program Environment Scale (APERS), originally developed to evaluate autism program quality in educational settings in the United States. Following the translation into Swedish and the first cultural adaptation of the APERS, a content panel group of 14 professionals rated its content validity. Four of the content panel members also participated in individual interviews that provided a qualitative evaluation of the instrument's content validity. Finally, the authors piloted the APERS in 10 Swedish primary school classrooms to assess its feasibility. The ratings and qualitative information from the content panel members indicated a substantial need for the Swedish APERS in primary school, resulting in the culturally adapted APERS-Primary-Sweden (SE). The instrument demonstrated a high level of cross-cultural content validity for assessing the quality of the learning environment for students with autism in Swedish primary school settings. The pilot testing of the instrument resulted in further cultural adaptations. In conclusion,APERS-Primary-SE is a comprehensive scale that can be used to assess the quality of primary school learning environments for children with autism in Sweden. Further research is needed to evaluate the adapted instrument's effectiveness in improving the learning environment in Swedish primary school classrooms.

Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions

Supporting learners with Autism Spectrum Disorders (ASD) in schools is one of the vital responsibilities of teachers. This paper focused on exploring the challenges encountered by teachers in fulfilling their role of supporting learners with ASD within mainstream primary school settings in Lesotho and designing strategies that can overcome these challenges. This qualitative study draws on a purposive sample of fourteen participants (two principals, six teachers, and six parents) who have experience working with learners with ASD within two primary schools that practice inclusive education in Lesotho. Data were collected with individual interviews and observations to conduct an in-depth investigation of the study. Thematic results showed that inadequate knowledge in managing the behaviours of learners with ASD, negative attitudes towards learners with ASD, lack of parental involvement, and lack of access to physical, human, and financial resources in primary schools as the significant challenges faced by teachers when supporting learners with ASD in Lesotho regular primary schools. Hence, the paper recommends continuous professional development training workshops and seminars for teachers. Also, there is a need for more autism screening tools and academic resources, as well as effective collaboration among teachers, parents, and professionals to enhance adequate support for learners with ASD in mainstream schools.

Teacher- Versus AI-Generated (Poe Application) Corrective Feedback and Language Learners’ Writing Anxiety, Complexity, Fluency, and Accuracy

This study examines the effects of corrective feedback (CF) on language learners’ writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental design with pretest and posttest measures, one class received feedback from the teacher, one from the Poe application, and the third received no response to their writing. Data were generated though tests and a writing anxiety scale developed for the study. Data analysis, conducted using one-way ANOVA tests, revealed significant effects of teacher and AI-generated feedback on learners’ writing anxiety, accuracy, and fluency. Interestingly, the group that received AI-generated feedback performed better than the group that received teacher feedback or no AI support. Additionally, learners in the AI-generated feedback group experienced a more significant reduction in writing anxiety than their peers. These results highlight the remarkable impact of AI-generated CF on improving writing outcomes and alleviating anxiety in undergraduate language learners at East China University of Political Science and Law . The study demonstrates the benefits of integrating AI applications into language learning contexts, particularly by promoting a supportive environment for students to develop writing skills. Educators, researchers, and developers can use these findings to inform pedagogical practices and technological interventions to optimize the language learning experience in primary school settings. This research highlights the effectiveness of AI-driven applications in language teaching. It highlights the importance of considering learners’ psychological well-being, particularly anxiety levels, when developing effective language learning interventions.

How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology

AbstractTo gain a holistic understanding of how science teachers dealt with STEM education, this study explored two science teachers’ perceptions and practices at primary schools via the lens of curriculum ideology. By examining their perceptions and practices from six essential aspects (i.e., aim, content, student, teaching, learning, and assessment), we aim to provide deeper insights into what STEM education visions they have, why they promote it, and how they enact it in primary school settings. Combining deductive and inductive approaches, we analyzed data collected from multiple sources, including two rounds of semi‐structured interviews, field notes of school visits, artifact like students’ works, and documents like lesson plans and classroom videotapes. Results showed that the two teachers dealt with STEM education differently: one focused on teaching how to think and work as scientists or engineers with a scholar‐academic orientation, whereas the other was devoted to laying a foundation for students’ development and future lives with a learner‐centered orientation. Based on different value stances and aims, two teachers conceptualize STEM education and translate it into school courses and instructional activities differently, leading to varying degrees of curriculum integration, distinct cognitions of worthwhile content, and different teaching orientations. These findings have implications for researchers and practitioners to comprehend and reflect on how teachers deal with the issues involved in STEM education in school settings. The identified tensions and harmonies between different orientations provide insights into coordinating different values and interests to promote STEM education.

"Establishing healthy habits and lifestyles early is very important": parental views of brain health literacy on dementia prevention in preschool and primary school children.

Parents have the potential to drive healthy lifestyle behaviors through educational initiatives. This study aims to understand the prevalent thoughts and perceptions parents have toward brain health educational programs for preschool and primary school settings, whilst also contributing to a comprehensive understanding of the role parents can play in the broader context of dementia reduction strategies and the cultivation of brain health awareness among children. Parents with children aged between 2 and 11 years old were interviewed about their current knowledge of dementia, prior beliefs, current lifestyle factors and opinions on educating their children from a young age on the topic of dementia literacy. Thematic deductive analysis was employed to systematically categorize and interpret the qualitative data obtained from these interviews. Thirty parents (M age = 38.6, SD = 4.9, Range = 32-48) identified three core themes on nurturing bodies and minds (e.g., conceptualizing the link between intellectual engagement, continuous learning, and the prevention of cognitive decline), brain health literacy (e.g., current knowledge and awareness of brain health, dementia and associated stigma, and provision of age-appropriate health literacy) and parental concerns (i.e., barriers to initiating conversations about dementia with children and strategies to address and alleviate parental concerns). Parents possessing prior knowledge of dementia and its modifiable risk factors exhibited greater propensity to educate their children on the associated risk factors. Our study highlights the vital influence of parents' experiences, health literacy, and education on the acceptance of brain health education for children. Future interventions should target stigma reduction, enhance awareness, and offer accessible information on modifiable dementia risk factors, enabling a conducive environment for active parental involvement in educating children about brain health and contributing to future well-being.