Developmental Education Research Articles

Avoiding the Weaknesses that can be seen in Writing According to the Size and Shape of the Handwriting of Fourth Grade Students

Focusing on Sri Lankan education in particular, this research investigates remedial teaching programs to overcome deficiencies in handwriting according to the size and shape of students in primary education. In this study, descriptive research methodology is used to collect information about relevant variables in relation to topic-based objectives. By analyzing the information and presenting conclusions and suggestions. This is a sample survey that falls under the survey research category under descriptive research. This study was conducted by analyzing the data obtained by conducting a six-step remedial teaching program and six evaluations to a selected sample to overcome writing weaknesses in terms of handwriting proper size and shape, which is an academic problem that needs to be solved in the field of education. In particular, the results revealed that there is a significant positive relationship between the remedial teaching program and the correction of handwriting impairments. The strong association and positive relationship between the confirms the need for specific treatment to overcome handwriting weaknesses in Sri Lankan education sector to maximize the achievement levels of all students. Sues of remedial teaching methods to overcome handwriting impairments shows significant impact on the development of the field of education. This is confirmed by data analysis and interpretation. The relevance of this research in teaching the development of handwriting skills in education. This confirms the need for specific treatment to overcome handwriting weaknesses in Sri Lankan education sector to maximize the achievement levels of all students.

The Factors Influencing the Administration of Cognitive Development Education for 5-6-Year-Old Children in Preschool through Experiential Activities

This article focuses on researching and analyzing crucial factors influencing the administration of cognitive development education for 5-6-year-old children in Preschool. The study concentrates on the impact of the learning environment on children's cognitive development. This encompasses not only physical space but also social elements, interaction with peers, the spatial arrangement conducive to learning, and the infrastructure of the school. Additionally, the author emphasizes the roles of teachers and parents in supporting and fostering children's cognitive development. Furthermore, the study identifies the influence of Preschool administration staff in implementing educational administration functions. Based on this foundation, the author proposes two solutions for managing cognitive developmental education for 5-6-year-olds in Preschool.

The Development Logic, Practical Challenges, and Pathway of Developmental Financial Aid and Education in Higher Education from the Perspective of the Integration of the “Five Educations”

The Development Logic, Practical Challenges, and Pathway of Developmental Financial Aid and Education in Higher Education from the Perspective of the Integration of the “Five Educations”

Disentangling associations between pubertal development, healthy activity behaviors, and sex in adolescent social networks.

With the onset of puberty, youth begin to choose their social environments and develop health-promoting habits, making it a vital period to study social and biological factors contextually. An important question is how pubertal development and behaviors such as physical activity and sleep may be differentially linked with youths' friendships. Cross-sectional statistical network models that account for interpersonal dependence were used to estimate associations between three measures of pubertal development and youth friendships at two large US schools drawn from the National Longitudinal Study of Adolescent to Adult Health. Whole-network models suggest that friendships are more likely between youth with similar levels of pubertal development, physical activity, and sleep. Sex-stratified models suggest that girls' friendships are more likely given a similar age at menarche. Attention to similar pubertal timing within friendship groups may offer inclusive opportunities for tailored developmental puberty education in ways that reduce stigma and improve health behaviors.

Remedial Teachers’ Needs for Developing New Basic Numeracy Teaching Aids: A Needs Analysis

Appropriate teaching aids can assist remedial pupils in mastering basic numeracy skills effectively. However, issues persist of remedial pupils struggling to grasp basic numeracy skills, potentially due to the lack of suitable teaching aids tailored for Malaysia’s Special Remedial Programme. Thus, this quantitative study aimed to identify remedial teachers' needs for developing new basic numeracy teaching aids in the Special Remedial Programme. This study adapted McKillip's Discrepancy Model to guide the needs analysis. A quantitative survey methodology was used with 143 remedial teachers respondents in Melaka state, Malaysia. A validated questionnaire measured the levels and discrepancies in remedial teachers’ utilisation, perceptions, constraints, and skills regarding proposed basic numeracy teaching aids by the Ministry of Education Malaysia. Descriptive statistics were calculated. Findings showed moderate utilisation, high positive perception, moderate constraints, and high skills levels in using existing basic numeracy teaching aids. Discrepancies were identified in each construct, indicating the need for improvements tailored for better remedial learning. The results suggest modifying and developing new basic numeracy teaching aids that meet remedial pupils’ learning characteristics, fostering their creative thinking, facilitating self-directed learning activities, improving time efficiency in teaching and learning mathematics, providing various customisable teaching aid templates that are easy to reproduce with affordable everyday materials, and developing user-friendly technology teaching aids. Addressing these needs can enhance remedial teaching practices and pupils’ numeracy achievement. This study provides an important initial evidence base for designing and developing appropriate basic numeracy teaching aids based on remedial teachers’ current needs.

Artificial intelligence technology empowers visualization and teaching of digital news communication

Abstract The development of artificial intelligence and the rise of online education have accelerated the process of intelligent education, and knowledge tracking is one of the most basic and important tasks. The study introduces the knowledge tracking model into journalism and communication teaching to innovate journalism and communication teaching. A personalized, in-depth knowledge tracking model PKT integrating students’ differences is established, which fully considers the continuous change of students’ abilities in the process of learning and the variability among different individuals and uses the K-means clustering algorithm for dynamic grouping. Based on this model, a smart-adaptive journalism and communication auxiliary teaching system is designed to visualize and analyze students’ learning status of journalism and communication knowledge. The results of the model application show the effectiveness of explicit modeling of students’ abilities in the proposed PKT model, which can better ensure the rationality and interpretability of personalized news communication teaching. In addition, the mean values of students’ satisfaction with the three dimensions of the effectiveness of smart digital news communication teaching, the efficiency of remedial teaching, and satisfaction with the teaching effect are all above 4 points, which can realize the diversity of news communication teaching methods.

ВОЗРАСТНЫЕ ПРЕОБРАЗОВАНИЯ УПРАВЛЯЮЩИХ ФУНКЦИЙ В ДОШКОЛЬНОМ ВОЗРАСТЕ (ОТ 3-Х ДО 7-МИ ЛЕТ). НЕЙРОПСИХОЛОГИЧЕСКИЙ АНАЛИЗ

To identify age-related transformations of various components of voluntary regulation and organization of goal-directed behavior (executive functions – EF), qualitative and quantitative neuropsychological assessment of 472 preschool children of 4 age groups (3-4, 4-5, 5-6 and 6-7 years) was performed. The results of the study indicate the heterochronic development of various components of EF. Statistically significant progressive changes were observed in: (1) mastering instructions, (2) following programs of activity, (3) action switching, (4) cognitive planning. At the same time, children of all age groups, including children of preschool age, demonstrate age-related immaturity of the following components of EF: (1) creation of their own activity strategy, (2) task switching, (3) self-monitoring of activity results, (4) working memory. The data obtained show the importance of developmental education based on the joint activities of a child and an adult in early preschool age. On the other hand, they testify to the inappropriateness of an early (before 5 years) start of targeted training in mastering writing and reading skills.

WHAT’S IN A-WORD? MAKING AN IMPACT BY INTEGRATING VIDEOS IN ONLINE ASSESSMENT

This paper is an empirical descriptive and at the same time exploratory case study of using Google Forms (GF) with integrated video listening as part of an online formative assessment (FA) in English for Medical Purposes (EMP), with a group of 74 first-year undergraduate students in medicine (N = 74), to engage students and facilitate constant autonomous learning. The online FA was based on a segment of the movie entitled A-word – standing for Autism – and it checked the students’ application of medical vocabulary, language functions, doctor-patient interviewing, and symptoms of autism. The online formative assessment was compared with a traditional onsite listening FA in terms of administration and results. The onsite FA had a similar degree of complexity and was conducted with the same group of students – a segment from One Flew over the Cuckoo’s Nest, a classic on life in a psychiatric institution, within the same scope of neuropsychiatric conditions. The impact of online FA on students was measured with Mentimeter (https://www.mentimeter.com/). The results of this case study demonstrate that the GF-based FA of listening in EMP is an enhanced version of the traditional one. In traditional FA feedback was general and approximate while overall statistics were not automatically generated. Reaching a more refined picture of the overall and individual student performance with question breakdown in onsite FA required additional time investment, and consequently, remedial teaching could not take place immediately. Online FA was low-anxiety, highly participative, and user-friendly. It offered students timely feedback on their learning and teachers a faithful, automatic picture of individual and group performance for further remedial strategies. Likewise, the impact and attitude to online FA measured by Mentimeter were positive and were associated with increased autonomy, online delivery, engagement through professionally relevant content, and focus on learning rather than testing and grading.

국악교육에서 지속가능발전교육 가치 함양을 위한 실천적 접근

This study presented various practical approaches to cultivating the values ultimately aimed by sustainable development education in Korean music education based on the 2022 revised music curriculum. To this end, first, literature research was reviewed to identify the meaning and value of sustainable developmental education and the connection between the 2022 revised music curriculum and sustainable developmental education. Second, on the basis of its characteristics, the relationship between Korean music education and sustainable developmental education was examined. Third, practical approaches to cultivating the value of education for sustainable development in Korean music education were presented. Four practical approaches reflecting the value of education for sustainable development in Korean music education were presented. The first is to communicate with generations through Korean music. The value of respecting human rights and future generations was cultivated through learning traditional children’s songs and creating Korean children’s songs. The second is examining the relationship of Korean music with nature and life. It is a way to cultivate the values of respecting human rights, future generations, and ecological diversity. Third, it is to value various local music cultures by appreciating Korean music and cultural heritage, talking about how to protect and preserve Korean music and cultural heritage for future generations, and cultivating the values of respecting human rights, future generations, and cultural diversity. Fourth, what should be done to promote sustainable Korean music in the world? The value of respecting human rights, future generations, and cultural diversity was cultivated by finding ways to improve and solve Korean music and cultural heritage registered in UNESCO to continue to maintain its status in the world. This study focused on cultivating the value of sustainable developmental education by linking it with the value of Korean music, not the content approach of Korean music education. Therefore, it is very important to highlight values and ask appropriate questions from teachers so that learners can cultivate them. Therefore, starting with this study, I hope that inquiry research, teaching and learning methods, and data-related studies will continue to cultivate the value of teachers.

Learned Helplessness of Secondary-School Students Learning English During Covid-19 Distance Education: a Research Report

Objectives of the research: This article presents a diagnosis of the learned helplessness experienced by secondary-school students learning English remotely during the 2021 lockdown due to the COVID-19 pandemic. The objectives are to (1) show the level of learned helplessness of secondary-school students learning English, (2) investigate the relationship between foreign language learning strategies and the learned helplessness of secondary-school students, and (3) determine the relationship between the level of learned helplessness and the use of private tutoring by secondary-school students.
 Research methods: The study was conducted via a written diagnostic survey. It also employed the School Helplessness Scale by B. Ciżkowicz (2009) and the Strategy Inventory for Language Learning (SILL) by R. Oxford (1990).
 A short description of the context of the issue: The aim of the text is to answer the following research questions: What is the level of learned helplessness of secondary-school students? Is there a relationship between foreign language learning strategies and the learned helplessness of secondary-school students? Does the use of private tutoring differentiate the level of learned helplessness of secondary-school students?
 Research findings: The results demonstrate a significant negative correlation between learned helplessness and the use of memory, cognitive, metacognitive, affective, and social strategies. The average score of learned helplessness was 2.54, which indicates that the respondents usually felt the symptoms of it. An analysis of the results for the three deficits revealed that the motivational deficit made the greatest contribution to learned helplessness. The students who had hired a private tutor in English had a lower level of learned helplessness and cognitive deficit.
 Conclusions and/or recommendations: The research findings lead to several recommendations for educational practice in the context of foreign language learning: using new, effective pedagogical approaches to keep learners motivated—including elements of strategy training or social and emotional learning (SEL)—arranging remedial teaching, and promoting teachers’ professional development.

Вариации на тему развивающего образования

<p>The article raises the problem of developmental teaching (education) from the standpoint of cultural- historical methodology, the origins and scientific foundations of it its basic principles and widespread practical systems. The author’s aim is to discover the general and specific features of existing models of developmental instruction, both theoretical justifications and practical recommendations for the organization of real school education. It is suggested that there is one system of developmental education based on the ideas of L.S.Vygotsky about the correlation between education and mental development and there are various theoretical approaches and practical models based on it. We tried to compare different attitudes to the correlation between education and mental development. We analyzed work made by Galperin, by research teams led by Elkonin and Davydov, and rby esearch teams led by L.V.Zankov. Special attention is paid to Repkin's research on the psychological organization of educational material, it illustrates the interpenetration of two approaches: Galperin's ideas about the developmental effect of instruction and Davydov's theory of learning activity. The author's hypothesis needs a theoretical and experimental verification, which will have not only a narrow scientific value, but also determine the directions of changes in the content of school education in accordance with the psychological laws of assimilation.</p>

Early Childhood Education Effect on Sustainable Development and Developmental Education

Early Childhood Education (PAUD) plays an important role in achieving sustainable development at a young age. In other words, Education for Sustainable Development can be considered as educational development to utilize education and achieve sustainability in PAUD. The aim of this research is to find out children from low-income families about their interest in going to school. This research method uses literacy studies. The results of this research are that the low interest of children in developing countries, especially children whose parents have low incomes, to continue their studies is a challenge for the education system. Therefore, the education system as the main component should be able to meet special needs to empower individuals not only to acquire knowledge but also to develop awareness of values and virtues, in making decisions, and exploiting their potential in all areas of life. and work for individuals and society. The overall impact of the studies in these SDGs is attention to the role of Education in Sustainable Development among young children and developmental education with a focus on taking a child-oriented perspective, which can be extended to all young learners around the world.

Conceptual review of symbolic cultural practices in children's racial/ethnic identity: Making room for mixed methods inquiry

AbstractObjectiveChildren are shaped by familial, cultural, societal, and environmental factors that impact development across multiple domains, contexts, and ecological systems. This conceptual review examines studies that address how symbolic cultural practices shape racial/ethnic identity development in early childhood (ages 3–6).MethodTwelve key extant studies across qualitative (n = 4), quantitative (n = 5), and mixed (n = 3) methodological approaches that concern the use of symbolic cultural practices for early childhood racial/ethnic identity development were reviewed. Our review adopted an interdisciplinary approach, bringing perspectives from developmental psychology, family science, research methods, and education policy. We oriented our review to address the contributions of symbolic cultural practices to children's hope and happiness undergirded by their racial/ethnic identity development.ResultsStudies across all methodological disciplines were useful in moving the field forward however, we argue that mixed methods studies are particularly consequential due to their ability to account for the highly contextualized experiences of healthy early childhood racial/ethnic socialization via symbolic cultural practices.ConclusionWe also suggest that mixed methods lend more holistic explanations of connections between early childhood racial/ethnic socialization and symbolic cultural practices and promote mixed methods approaches as the most promising way to investigate the role of symbols in positive racial/ethnic socialization and identity development of young children in future research.ImplicationsHenceforth, we suggest that practitioners' understanding of the racial and ethnic identities of young children will be more holistic when approached from a mixed methods lens, and therefore, practitioner–child interactions will be more constructive.

Morphofunctional and motor prerequisites for strength training of senior school students who have different levels of somatic health

The main principle of the implementation of developmental and health-enhancing physical education classes for school students is the differentiated use of exercise. Differentiation is based on the individual capabilities of groups homogeneous in terms of their morphofunctional state. The aim of the study was to substantiate morphofunctional and motor prerequisites for strength training of senior school students who have different levels of somatic health. Materials and methods. The study involved 102 pupils (62 girls and 40 boys). We used the analysis of scientific and methodological literature, anthropometry, pedagogical testing, physiological tests of Kerdo, coefficient of blood circulation economy, Hench and Shtange tests; rapid assessment of the level of somatic health, selective statistical analysis and correlation analysis. Conclusions. The level of somatic health of senior school students as a criterion for a differentiated approach to physical education is comprehensive compared to morphological or physiological ones, and therefore is more promising, as it objectively assesses the relationship between the physical qualities, in particular strength tests, physiological tests, and the level of physical development. The content of differentiated exercise loads is primarily determined by the level of health of participants. For girls, this is a moderate level of somatic health, and, for boys, this is an above-moderate level. The worst physical qualities are associated with a lower than moderate level of somatic health. This may also be the basis for differentiated assessment of physical qualities.

Neuroplasicity and the developmental dyslexia intervention

A growing body of literature suggests that timing plays a critical role in neuroplasticity processes and the molecular mechanisms necessary for learning and memory [1, 2]. Of particular significance to remedial education is identifying the time parameters for primary stimulation that are necessary and sufficient, the time frame relevant for transitioning to long-term memory, and the appropriate periods for restimulation. The translation of short-term stimulation into long-term memory is regulated by diverse processes that are mechanistically distinct and activated by synaptic activity [1], while also relying on protein and glycoprotein synthesis [3] and myelination processes. The current research explores the potential benefits of incorporating neuroscience research on the timing of neuroplasticity mechanisms in designing intervention programs for individuals with developmental dyslexia, specifically focusing on enhancing cognitive functions and skills crucial for reading. Based on available evidence, we have determined optimal training and break time periods for a 10-year-old child with developmental dyslexia resulting from multiple deficits. During the 21-day intervention program, 12 training sessions were conducted each day, commencing at 8 or 9 am and held hourly thereafter. Each session comprised a brief, targeted training exercise ranging from 3 to 7 minutes, depending on the child’s aptitude, followed by a playing session or computer game lasting up to 15 minutes. A 40-minute break followed each session. Brief training sessions were required due to the swift exhaustion of the subject child. The sessions were selected based on the evidence that brief stimulation can still result in a high level of CERB phosphorylation, even if it lasts only a few minutes [4]. Playing sessions were necessary for supporting the child’s motivation throughout the lengthy and intensive intervention program, and the activities performed during these sessions were pertinent to developing specific skills. The duration of the breaks was determined by evidence indicating the time required for primary memory consolidation processes and protein synthesis necessary for long-lasting synaptic plasticity. We have made an effort to eliminate any potential sources of emotional engagement or significant new information during breaks, allowing the initial stage of memory consolidation to occur without any unnecessary disruption. During the training sessions, various tasks were used to target specific types of processing such as phonological, visual, speech, and multimodal processing (e.g., visual-motor, audio-visual, or reading). Each session exclusively focused on one type of exercise. In our prior study [5], we discussed the linguistic aspects of the program and the exercises employed. Significant progress was achieved as a result of the 21-day intervention, surpassing the progress achieved in three years of schooling and during traditional remediation programs with speech therapists that lasted 1–3 sessions per week for 40–120 minutes. Following the intensive intervention, supportive training was continued for one year while considering the crucial timing for neuroplasticity. Afterward, the child reached a normative level of reading, and the effect was maintained throughout their entire period of school education. Based on the timing of neuroplasticity processes, this is the first intensive intervention program experience for dyslexia that we are aware of. Intensive remediation programs, based on relevant findings regarding the mechanisms of memory consolidation, may enhance neural memory trace reinforcement. However, further research is necessary to optimize the timing and length of sessions and identify the most effective combination of linguistic and neurophysiological aspects for intervention.

Estimating the causal impact of non-traditional household structures on children’s educational performance using a machine learning propensity score

Over the past two decades, family structures have diversified. International migration has led to a rise in the number of families in which at least one parent is foreign-born. Increases have also been observed in both the rate of partnership separation, leading to a greater number of single-parent households and an increase in the number of families where grandparents have assumed caring responsibilities for their grandchildren. Evidence indicates a strong relationship between family structure and children’s educational outcomes. Parental involvement is well documented as a key ingredient for the educational success of children. Drawing on Taiwanese multi-wave survey data (Taiwan Assessment of Student Achievement) and a machine-learning-based propensity score algorithm for multiple treatments, this paper aims to determine the various relationships between children from different household structures (two-parent households, skipped generation households, single-parent households, and immigrant households) and their cognitive knowledge (measured by test scores). Key findings reveal that children from skipped generation households achieve the lowest performance scores and that those from immigrant households tend to perform even better than children from traditional two-parent households in certain disciplines. Our results suggest that policy interventions targeted at providing remedial education and/or financial assistance are needed to support children from skipped generation families to redress existing educational disadvantages in Taiwan.

The Medium in the Sociology of Niklas Luhmann: From Children to Human Beings

AbstractIn this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from his famous card‐box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form‐giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings.

Several approaches of remedial teaching for efl classrooms

Several approaches of remedial teaching for efl classrooms

An investigation of Teachers' Attitudes towards Low academic achievers: A perspective of Diagnostic Remedial Teaching at Federal Government Educational Institutions

Quality teaching methods such as Diagnostic Remedial Teaching (DRT) and the positive attitude of teachers significantly enhance the academic achievement of the students. This study investigates whether traditional teaching methods and negative attitudes of teachers play any significant role in the poor performance of low academic achievements. The study's objectives were to determine teachers' attitudes toward low academic achievers, Diagnostic Remedial Teaching (DRT), and the problems involved in implementing DRT in the classrooms. The sample size covers 42 Federal Government Educational Institutes (FGEI) in Khyber Pakhtunkhwa, Pakistan, involving 230 teachers and 22 principals. Findings reveal that the teachers hold a positive attitude toward implementing Diagnostic Remedial teaching (DRT) in the classroom. Still, inadequate training and heavy workloads of the teachers were the primary challenges. In addition, their attitudes toward low academic achievers were positive. However, they held negative attitudes towards those students who enrolled in the institutes without qualifying for the admission test standard criteria.

Remedial education program for Syrian refugees: ensuring their learning during a protracted crisis

PurposeThe purpose of this paper is to explore how vulnerable refugee children's education can be supported in the first asylum country during a long-term, complex crisis. More specifically, the authors examine the impact of a remedial education (RE) program on academically challenged Syrian refugees' sustained learning and well-being in Jordan during a protracted emergency.Design/methodology/approachUsing the 2012 United Nations human security framework, the authors analyze the quantitative results of program evaluation, supplemented by qualitative surveys and stakeholder interviews that asked about the aspirations of refugee children and their guardians, their school experience and the refugee–host community relationship.FindingsThe authors' data suggest that the program enhanced targeted Syrians' protection and empowerment. Their increased sense of safety and improved academic performance and learning motivation were likely owing to child-friendly classroom management and pedagogies that facilitated interactive and differentiated learning. Their human security was further strengthened when they learned with Jordanian children who experienced similar academic challenges and with teachers sympathetic to their plight. Meanwhile, a human security framework calls for humanitarian agencies' strategic engagement with local partners to ensure refugees' learning continuity.Originality/valueRefugee education studies in first asylum countries are rare. Even rarer are studies focusing on academically low-achieving refugees with full consideration of the protracted and complex nature of a crisis. This study suggests effective measures to increase their human security while calling for humanitarian aid organizations to use long-term thinking.