Stage Of Primary School Research Articles

Research on the Current Status and Countermeasures of Family Education Guidance Provided by Kindergartens in the Transition from Kindergarten to Primary School: A Case Study of X Kindergarten in Jimo District, Qingdao City, Shandong Province

This study investigates the current status of family education guidance provided by kindergartens during the transition from kindergarten to primary school in Jimo District, Qingdao City, Shandong Province, and proposes recommendations and strategies for improvement. The research identifies several issues, including deficiencies in the organizational management of family education guidance by kindergartens and the lack of a robust regulatory framework. To address these challenges, kindergartens should establish a constructive mutual assistance mechanism for family education during the transition from kindergarten to primary school and enhance teachers' empathetic skills. Additionally, a collaborative effort between home and kindergarten is essential to ensure a smooth transition for both parents and children into the primary school stage.

Inheritance and Innovation of Traditional Culture in Primary School Chinese Curriculum

With the development of society and the acceleration of globalization, the status of traditional culture in modern education has become increasingly important. The primary school stage is crucial for students' cultural cognition and value formation. Therefore, inheriting and innovating traditional culture in the primary school Chinese curriculum is particularly significant. This study analyzes the traditional cultural content and teaching implementation in current primary school Chinese textbooks. It proposes inheritance strategies, including textbook compilation and content optimization, teacher professional development and training, and stimulating students' learning interest. Additionally, it explores innovative approaches such as the application of multimedia technology, interdisciplinary integration, and project-based learning. The research results indicate that systematic inheritance strategies and innovative approaches can effectively enhance students' interest and recognition of traditional culture, promoting their comprehensive language arts development.

Life stage of boarding at school and middle school student victimization in rural China

Boarding at school is a prevalent arrangement for rural students in China. Previous studies about boarding at school and students’ victimization experiences seldom considered the life stages when the children are first placed in boarding facilities. Using a unique data set collected from 26 junior high schools in rural China, we discovered that boarding at school is associated with increased victimization. Further analysis shows that such vulnerability mainly applies to boys. Furthermore, earlier exposure to boarding, such as being placed in a boarding facility at the primary school stage, has a stronger positive association with victimization than exposure to boarding at a later stage, such as at secondary school, indicating the importance of starting life stage of boarding when examining the boarding outcome. Our attempt at the mediation analysis of attachment to schools and families shows that boarding at school reduces students’ school attachment, making it a potential factor for their susceptibility to victimization. This study contributes to understanding the consequences of boarding at school on student well-being under the national school merging initiatives in China in the past decades.

The Precise Intervention Model and Early Warning System Construction for Psychological Crisis in Primary School Stage

The Precise Intervention Model and Early Warning System Construction for Psychological Crisis in Primary School Stage

Analysis of Psychological Well-Being in High Grade Elementary School Children

This research outlines an analysis of Psychological Well-Being in children who are in the final stages of primary school. The study used a literature review method with the aim of investigating and analysing a deeper understanding of aspects of psychological well-being in children of this age. Through analysing a number of literature sources, this study identified key factors that play a role in influencing psychological well-being in children in the late primary grades. These factors include, but are not limited to, social interactions at school, social support from family and peers, emotional development, adjustment skills and a supportive learning environment. The results of the analyzes suggest that psychological well-being in high school children is closely related to various psychosocial and environmental factors. Moreover, a better understanding of the relationship between these aspects and children's psychological well-being can provide valuable insights for educators, parents and mental health professionals in developing appropriate strategies and interventions to support positive psychological development in children at the primary school level. In conclusion, this study highlights the importance of a holistic understanding of the factors that influence psychological well-being in children in the upper primary grades. The implications of this study are expected to provide a foundation for the development of educational approaches and interventions aimed at improving the psychological well-being of children at this level.

Gamification in Primary School Mathematics Teaching

This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.

THE FORMATION OF CHINESE PRIMARY SCHOOL STUDENTS' MUSICAL CULTURE

Music culture is an indispensable part of children's life, and it is a cultural form that can be expressed through sound, rhythm and melody. Music art is an important part of cultural inheritance and plays the role of transmitting and preserving culture. Through music art, children can feel the unique charm of different cultures, understand history and experience different emotions and emotions. Music art is not only an entertainment activity, but also a way of inheriting cultural heritage. Music culture records the survival and development of the Chinese nation, is the spiritual portrayal of the Chinese nation, and embodies the soul and thought of the Chinese nation. For the younger generation in China, the primary school stage is an important period for the formation of outlook on life, values and world outlook, and school education is the key way to promote the formation of music culture for primary school-age children. Therefore, the cultivation of music cultural quality should be started from an early age. Under the cultural background, this paper studies the formation of music culture of primary school-age children by vocal music education. The influence of physical characteristics and personal characteristics of primary school-age children on the formation of music culture is analyzed. This paper focuses on the formation and development of music culture of primary school-age children in combination with China traditional music, which is helpful to carry forward China traditional music and excellent traditional culture.

Content of the pre-service teachers’ professional training for using communicative and game technologies in teaching a foreign language to primary school students

The article examines the content of the selective professionally oriented course “Communicative-playing technologies of early foreign language learning” for students of the fourth year of the 014 Secondary education specialty, its goal is formulated - the formation of future teachers’ professional competence in the application of communicative-playing technologies of foreign (German) learning languages in primary school. The knowledge of the theoretical foundations of early learning, which are necessary for future teachers to apply communicative-playing technologies in foreign language learning in primary school, is specified: knowledge of the peculiarities of foreign language acquisition by younger schoolchildren, the dynamics of the development of age-related psychophysiological features of younger schoolchildren, which contribute to or hinder the study of a foreign language, methods application of basic communicative-playing techniques. The professional competences of future teachers are determined, in particular, the ability to use communicative-playing technologies taking into account the cognitive capabilities of pupils and the peculiarities of their learning a foreign language at various stages of primary school, the ability to activate the educational activity of students in foreign language lessons through the use of communicative-playing technologies; the ability to provide a motivational, substantive and procedural basis for pupils’ foreign language communication through participation in various types of game activities, the ability to model and manage students’ communicative-playing activities in German.

Refractive and corneal astigmatism in Chinese 4–15 years old children: prevalence and risk factors

BackgroundTo investigate the prevalence and risk factors of refractive astigmatism (RA) and corneal astigmatism (CA) in preschool children and school-aged children in Shanghai, China.MethodsIn this school-based, cross-sectional study, 4–15 years old children across three learning stages of kindergarten, primary school, and junior high school underwent noncycloplegic autorefraction and completed comprehensive questionnaires involving time spent on daily homework and outdoor activities. Data from the right eyes were analysed.ResultsOverall, 7084 children (mean ± standard deviation (SD) of age: 8.08 ± 3.11 years) were included, and the prevalence rates of RA/CA ( ≤ − 1.0 D) in children were 15.8%/64% in kindergartens, 16.5%/65% in primary schools, and 32.8%/76.9% in junior high schools. The magnitude and prevalence of RA and CA all increased with age or with learning stage (all P < 0.001). The presence of RA was associated with more myopic spherical power (odds ratio (OR) 0.956, P = 0.021), junior high school (OR 1.973, P < 0.001), longer homework time on weekdays (OR 1.074, P = 0.029), and shorter outdoor activity time on weekends (odds ratio 0.929, P = 0.013).ConclusionIn the wide age range of 4 to 15 years, the magnitude and prevalence of RA and CA increased with the learning stage, and these increases mainly began at the primary school stage. Factors, including longer homework time and shorter outdoor time were correlated with the presence of RA.

Decision Behavior and Influential Factors of Spectacle Prescription for Schoolchildren in Taiwan.

The prevalence of children myopia in Taiwan is among the highest in the world. The study aimed to understand the status of the final prescription of the spectacle prescribed by the Taiwan optometrists when they conducted the visual inspection of elementary school, middle school and high school students, and to evaluate the influencing factors of their decision-making behavior. Among the attendants of the continuing education course activities held by optometrist associations in Taiwan, an anonymous questionnaire survey was given on the spot to optometrists who have passed the national examination. This study received 442 questionnaire surveys, including 174 optometrists and 268 assistant optometrists. The data were analyzed by using chi-square test in IBM SPSS. There are statistically significant differences in the decision-making of spectacle prescription for myopia of -1.00D~-1.50D and -2.25D~-2.50D in the primary school stage between optometrists and assistant optometrists. There are also significant differences for myopia of -2.25D and above in the middle school students. By the time of high school, there are significant differences for myopia from -0.75D to -3.25D and above. The higher the grade, the greater the difference in the final prescription of the spectacles given. As for the judgment factors of the final prescription, only children among elementary school and junior high school show a statistically significant difference in professional judgment between optometrists and assistant optometrists. There is no significant difference in the judgment factors for high school children. Depending on the educational level of optometrists and assistant optometrists and their distribution area, the prescription decisions are also different. The optometrists prefer to prescribe full correction for schoolchildren, while the assistant optometrists mostly prescribe under-correction in prescriptions for low-degree myopia and lower grades. Further investigation is needed to study its impact on children's visual health.

Decision Behavior and Influential Factors of Spectacle Prescription for Schoolchildren in Taiwan

Background:The prevalence of children myopia in Taiwan is among the highest in the world. The study aimed to understand the status of the final prescription of the spectacle prescribed by the Taiwan optometrists when they conducted the visual inspection of elementary school, middle school and high school students, and to evaluate the influencing factors of their decision-making behavior.&#x0D; Methods: Among the attendants of the continuing education course activities held by optometrist associations in Taiwan, an anonymous questionnaire survey was given on the spot to optometrists who have passed the national examination. This study received 442 questionnaire surveys, including 174 optometrists and 268 assistant optometrists. The data were analyzed by using chi-square test in IBM SPSS.&#x0D; Results: There are statistically significant differences in the decision-making of spectacle prescription for myopia of -1.00D~-1.50D and -2.25D~-2.50D in the primary school stage between optometrists and assistant optometrists. There are also significant differences for myopia of -2.25D and above in the middle school students. By the time of high school, there are significant differences for myopia from -0.75D to -3.25D and above. The higher the grade, the greater the difference in the final prescription of the spectacles given. As for the judgment factors of the final prescription, only children among elementary school and junior high school show a statistically significant difference in professional judgment between optometrists and assistant optometrists. There is no significant difference in the judgment factors for high school children. Depending on the educational level of optometrists and assistant optometrists and their distribution area, the prescription decisions are also different.&#x0D; Conclusions: The optometrists prefer to prescribe full correction for schoolchildren, while the assistant optometrists mostly prescribe under-correction in prescriptions for low-degree myopia and lower grades. Further investigation is needed to study its impact on children’s visual health.&#x0D;

Interactions Promoted by Teacher Educators Based on an Erroneous Approach to the Subject of Fractions

Background: An episode developed within the framework of a training process for primary school teachers is presented, based on a previous diagnosis where, among other shortcomings, those related to the subject of fractions and their teaching were detected. In this context, a set of interactions between the participants and two mathematics teacher educators take place, based on an error related to this theme. Objectives: To analyse the types of interactions promoted by two mathematics teacher educators from the appearance of an error in the context of a continuous training program for primary school teachers. Design: Naturalistic research of a qualitative-ethnographic nature. Scope and participants: Two mathematics teacher trainers and teachers of the second stage of primary school (9-11 years old) belonging to an educational network that offers its services in disadvantaged sectors. Data collection and analysis : Sixteen hours recorded on video were observed and analysed from two categories with their respective properties; each category characterises a type of interaction. Results: The information collected shows a different type of interaction on the part of each of the two mathematics teacher educators when an error appears about the fraction and its teaching. Conclusions : The two types of interactions that are evident in a different way in each one of the trainers, show that the characteristics proposed by an initial, continuous or professional development training program are marked by the types of interactions promoted by the trainer.

Research on the Application of Ethnic Music Promotion in Primary School Music Education under the Threshold of Core Literacy

Core literacy is an important concept in the context of the reform of the new curriculum standards and the basic requirement of education reform. Primary education is an important educational stage in a person's life, which has a foundation and laying role in the cultivation of students' literacy. Primary school music is an important part of quality education. The latest music curriculum standards point out the importance of traditional ethnic music culture. Primary school music education actively promotes national music is of great significance to the promotion of traditional Chinese culture. In recent years, there are still problems in the promotion of ethnic music in primary school music education, such as primary school students' low awareness of ethnic music and preference for popular music. the limited teaching level of music teachers. the single national music teaching materials suitable for primary school students, and the lack of popularization of ethnic music in society. This article will expound on the significance of promoting ethnic music in the primary school stage, starting from the concept of core literacy. As well as analyze the problems existing in the promotion of ethnic music in the primary school stage from the three aspects of students, schools, and society, and propose corresponding solutions

Executive functions are important for academic achievement, but emotional intelligence too.

Finding predictors of academic achievement has caught the interest of many educational researchers in the last decades. Two of the variables that have received considerable attention are emotional intelligence (EI) and executive functions (EF). However, only a few studies have considered their influence in the primary school stage. The aim of this study is to identify which EI components and specific EF are most related to academic achievement and to explore if these relationships vary among subjects. The sample comprised of 180 students between 8-11 years old. We administered the BarOn EI Inventory, tasks of EF and tests of mathematic and linguistic competences. The results showed that EF are better predictors of school performance than EI. Inhibition and working memory were the EF most associated with achievement while adaptability emerged as the EI dimension most linked to it. This study suggests that EI and EF should be consciously developed in classrooms.

Problems and Countermeasures of Cultivating Pupils' Sports Interest

Sports interest is a psychological tendency for people to actively understand, explore and participate in sports activities. It is an intentional activity related to the needs of participating in sports activities. If a person is interested in sports activities, he will actively participate and devote himself to them. The result of the activities will be the satisfaction of needs and thus get positive emotional experience. At this stage of primary school, pupils' sports interest is changeable. In order to solve the problems in the process of cultivating pupils' sports interest, this paper analyzes the internal and external factors from the problems in the process of cultivating pupils' sports interest, and puts forward how to solve them.

Problems and Countermeasures of Primary School Labor Education in the Border Area of Yunnan, Guizhou and Guangxi

Labor education is an important part of China's comprehensive education system. Paying attention to labor education is not only a necessary move to implement the fundamental task of establishing morality and cultivating people in China, but also a fundamental guarantee for China to cultivate comprehensively developed socialist builders and successors. In the report of the 20th National Congress, it made a series of important statements on strengthening the labor education of teenagers at the strategic height of realizing the great rejuvenation of the Chinese nation. This paper will focus on the problem of primary school labor education in the border area of Yunnan, Guizhou and Guangxi. Primary school education is the foundation of the whole education cause. Strengthening labor education at the primary school stage can not only cultivate students' scientific labor values, form correct labor attitudes, and cultivate good labor morality, but also comprehensively improve the comprehensive quality of primary school students, master labor knowledge and skills, and lay a solid foundation for future social development.

ВОЗМОЖНОСТИ АДАПТАЦИИ ОБУЧАЮЩИХСЯ НА НАЧАЛЬНОМ ЭТАПЕ ОСНОВНОЙ ШКОЛЫ ПРИ РАЗЛИЧНЫХ ФОРМАХ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ

This article discusses the possibilities of adaptation of students at the initial stage of primary school, depending on various forms of educational activity. The results of anthropometric and functional indicators of students are presented. It was found that the form of education affects the level of adaptive potential in boys and the level of the functional state of the body in girls, where significant differences between the corresponding groups were revealed.

Undergraduate preparation of future teachers in the context of reading literacy in the Czech Republic

The present paper focuses on the undergraduate preparation of future teachers in the context of reading literacy. The paper consists of a theoretical part and an empirical part. The theoretical part describes and defines the basic concepts closely related to the topic, including undergraduate preparation of future teachers, reading literacy, etc. The empirical part describes an analysis of the current study programs at the Faculty of Education, Palacký University Olomouc, Czech Republic. The objective of the present paper was to analyse the study programs and perform a comparison with expiring study programs aimed at reading literacy. The authors performed a qualitative research study to answer whether undergraduate preparation of future teachers at Palacký University Olomouc in the context of reading literacy is sufficient and if study plans of educational programs reflect the requirements of pedagogical practice. The research was performed using document analysis. Secondary document analysis refers to data already collected (Donnellan, Lucas, 2013). According to Hendl (2005), the purpose of qualitative analysis is non-numerical data organisation in order to reveal topics, regularity, relationships, and quality. In this context, the term non-numeric applies not only to the data but also to data handling. According to the preliminary research, a relatively large proportion of future teachers lack practical teacher training aimed at subject-specific didactics, which is also based on reading literacy. Due to the ongoing pandemic in COVID-19, it was necessary to respond to the methods and forms of work to develop reading literacy through distance learning. The authors of the present paper believed it was essential to analyse the study programs in the context of reading literacy and answer the question of whether undergraduate preparation of future teachers is sufficient and if study plans of educational programs reflect the requirements of pedagogical practice in terms of reading literacy, using the content mentioned above analysis of documents. It followed from the results of the research investigation that the study plans of the educational programmes reflect the requirements of educational practice. Even though we have described the facts in the contribution, we believe that the reading literacy development issue is paid sufficient attention to based on the analysis of study plans in teaching for the 1st stage of primary school. Although the term “reading literacy” is mentioned in the curricular documents FEP PE only marginally, in the study plans for future primary school teachers, the term “reading literacy” appears in several disciplines. It is undoubtedly debatable to what extent the above disciplines will respond to reading literacy development in students. Judging by the content of the plans, their purpose is to provide future teachers with the competencies that support the development of reading literacy in primary school children following pre-literacy in pre-primary education. The disciplines are purely of a didactic focus because they appear in the third grade of study and higher grades after the students have completed relevant theoretical preparation.

The current situation and characteristics of the language abil-ity of hearing-impaired children in China

The primary school stage is an important period to cultivate language development and basic language ability. Although there are many studies on the reading and writing skills of hearing children, very little research has been conducted on these skills of hearing-impaired children. This study focuses on analysing the current situation and the development characteristics of hearing-impaired children in China. With a sample of 114 hearing-impaired children and a total of 640 hearing children, who were enrolled in the elementary school attached to Hebei Normal University, this study conducted a survey, test and interview. The collected data were analysed using Statistical Package for the Social Sciences and content analysis. The study concluded that the language skills of hearing-impaired children remained at a low level and may not even improve with the rise in grades. Regarding the academic skills of hearing-impaired children, individual differences between hearing-impaired children are large and the academic skills of hearing-impaired children tend to be delayed compared to hearing children. Keywords: Hearing, hearing ability, language;

Development of executive functions in late childhood and the mediating role of cooperative learning: A longitudinal study

We examine the developmental changes in Executive functions (EFs) throughout late childhood and how the contextual factor of classroom methodology mediates such changes. Using data collected from fifty-three pupils at two time points (between the 5th and 6th grades of Primary School) we observed the longitudinal development of cool (Working Memory (WM), Cognitive Flexibility, Inhibitory Control, and Planning) and hot-EFs (Emotional Intelligence-EI-). The participants were selected from two schools with different methodological approaches (Cooperative and Individualistic learning) to examine the mediating role of classroom methodologies in developmental changes in EFs. The results revealed age-related improvements in performance on WM, cognitive flexibility, and planning tasks. Moreover, Cooperative Learning (CL) significantly affected performance on WM and self-control tasks. Our findings highlight the importance of studying the development of EFs at the end of the Primary School stage, since natural development involves numerous contextual factors that deserve attention, particularly for improving methodological proposals and learning processes.