Academic literature on the topic 'Early elementary school years'
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Journal articles on the topic "Early elementary school years"
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Pavlovic, Biljana, Dragana Cicovic-Sarajlic, and Andjelka Kovac. "Choral singing in the early years of elementary school." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 259–77. http://dx.doi.org/10.5937/zrffp46-10808.
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Newman, Leonard S., and Diane N. Ruble. "Stability and change in self‐understanding: The early elementary school years." Early Child Development and Care 40, no. 1 (1988): 77–99. http://dx.doi.org/10.1080/0300443880400105.
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Speer, Paul W., and Cynthia Esposito. "Family Problems and Children's Competencies Over the Early Elementary School Years." Journal of Prevention & Intervention in the Community 20, no. 1-2 (2000): 69–83. http://dx.doi.org/10.1300/j005v20n01_06.
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Zulhendri, Zulhendri, and Jhoni Warmansyah. "The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 1 (2020): 257. http://dx.doi.org/10.31004/obsesi.v5i1.568.
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Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.
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Pereira, Meira Chaves. "O ensino fundamental de nove anos e a organização curricular para os anos iniciais no Mato Grosso do Sul - The elementary school nine years and organization curriculum for early years in Mato Grosso do Sul." Revista de Gestão e Avaliação Educacional 5, no. 9 (2015): 111. http://dx.doi.org/10.5902/2318133816929.
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Neste trabalho se discute o ensino fundamental de nove anos e a organização escolar para os anos iniciais do ensino fundamental no Brasil. Trata-se de uma reflexão crítica por meio de literatura especializada organizada em três seções. A primeira considera a idade que integra o ensino fundamental a partir da legislação brasileira. Na segunda, analisamos a criança de seis anos no ensino fundamental e a necessária sensibilidade no desenvolvimento de seus saberes e fazeres e, em seguida construímos algumas considerações sobre a organização do currículo para o ensino fundamental de nove anos. O estudo aponta que quanto mais cedo se faz a incursão da criança nos anos iniciais do ensino fundamental, não se pode perder de vista a especificidade da infância em seus tempos, espaços e possibilidades.Palavras-chave: ensino fundamental de nove anos, organização curricular, anos iniciais. THE ELEMENTARY SCHOOL NINE YEARS AND ORGANIZATION CURRICULUM FOR EARLY YEARS IN MATO GROSSO DO SUL AbstractThis paper discusses the fundamental education of nine years and school organization for the early years of elementary school in Brazil. It is a reflexive critical reflection by means of specialized literature organized into three sections. The first considers the age which integrates elementary school from the Brazilian legislation. In the second, we analyze the child of six years in the elementary school and the necessary sensitivity to develop their knowledge and practices and then build some considerations about the Organization of the curriculum for elementary education of nine years. The study brought to light that, the sooner you make the incursion of the child in the early years of elementary school, one cannot lose sight of the specificity of childhood in their times, spaces and possibilities.Key-words: nine-year elementary school, curriculum organization, the initial years.
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김양선 and 김문정. "The Ability of Early Years Elementary School Students to Judge Phonological Rules." Journal of speech-language & hearing disorders 27, no. 2 (2018): 135–46. http://dx.doi.org/10.15724/jslhd.2018.27.2.011.
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SCHWANENFLUGEL, PAULA J., ELIZABETH B. MEISINGER, JOSEPH M. WISENBAKER, MELANIE R. KUHN, GREGORY P. STRAUSS, and ROBIN D. MORRIS. "Becoming a fluent and automatic reader in the early elementary school years." Reading Research Quarterly 41, no. 4 (2006): 496–522. http://dx.doi.org/10.1598/rrq.41.4.4.
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Kurz, Débora Luana, Everton Bedin, and Claudia Lisete Oliveira Groenwald. "The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual." Acta Scientiae 23, no. 1 (2021): 53–79. http://dx.doi.org/10.17648/acta.scientiae.6204.
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Background: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes.
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Hanson, Marci J., Eva Horn, Susan Sandall, et al. "After Preschool Inclusion: Children's Educational Pathways over the Early School Years." Exceptional Children 68, no. 1 (2001): 65–83. http://dx.doi.org/10.1177/001440290106800104.
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A complex array of factors influences the implementation of inclusion within educational systems. This article examines decision making regarding young children's participation in inclusive programs. A qualitative design was employed to study influential factors over the course of a 5-year period as children moved from inclusive preschool placements to elementary school. Family, classroom, school, and societal influences were examined through families' perspectives on children's school experiences. At the end of the 5-year follow-along period, 60% of the children remained in some level of inclusive placement. Placements were influenced by professionals' decisions and school options, families' abilities to access information, advocates, the match between family needs and expectations and school options, and the influence of specific child and family characteristics.
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Li, Angran, and Mary J. Fischer. "Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School." Sociology of Education 90, no. 4 (2017): 355–77. http://dx.doi.org/10.1177/0038040717732332.
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This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.
Dissertations / Theses on the topic "Early elementary school years"
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Lake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
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An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.
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Oliveira, Helena Dória Lucas de. "Entre mesadas, cofres e práticas matemáticas escolares : a constituição de pedagogias financeiras para a infância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21369.
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A presente investigação inscreve-se nos campos dos Estudos de Gênero e dos Estudos Culturais que se aproximam dos referenciais pós-estruturalistas, apoiados na teorização de Michel Foucault. Examino que pedagogias financeiras para a infância se constituem na articulação dos discursos da Educação Matemática com os discursos do senso comum, produzindo modos de lidar com dinheiro que educam crianças urbanas inseridas em processos de escolarização contemporâneos. Analiso práticas culturais implicadas no uso do dinheiro, relatadas em diários e entrevistas de crianças que cursavam a quarta série e apresentadas como enredos de problemas escolares de duas coleções de livros didáticos de Matemática para os anos iniciais do Ensino Fundamental. Descrevo uma discursividade sobre modos de gerenciar o dinheiro que circulam em várias instâncias culturais, especificamente nos conhecimentos matemáticos escolares. Buscando convergências, reiterações e rupturas entre os discursos veiculados nos materiais empíricos produzidos, e ainda problematizando os efeitos de uma educação financeira ativada por experts, argumento que a naturalização da posse de recursos financeiros e a invisibilidade da imprescindível necessidade dos mesmos na ação de comprar são elementos do campo discursivo analisado que, ao se articularem com a incitação ao consumo, produzem uma pedagogia financeira que apaga as diferenças e as desigualdades sociais existentes. Ainda questiono os atravessamentos de gênero que estão contidos nessas pedagogias que diferenciam meninos de meninas em seus modos de conseguir, gastar e guardar dinheiro, além de reforçar noções conflitantes de feminilidades e masculinidades.<br>This research appears within the fields of Gender Studies and Cultural Studies approaching post-structuralist references, supported by the theory of Michel Foucault. I examine which financial pedagogies for childhood are made on the articulation of Mathematics Education discourses with the common-sense discourse, producing ways to deal with money that educate urban children allocated in contemporary schooling processes. I analyze cultural practices involved in the use of money, reported in diaries and interviews of children who attended the fourth grade and presented as plots for school problems of two collections of Mathematics books for the early years of elementary school. I describe a discursivity about ways of managing money that travels in diverse cultural instances, specifically in the mathematical knowledge from school. Seeking similarities, repetitions and breaks between discourses conveyed through empirical materials produced, and even questioning the effects of financial education activated by experts, I argue that the naturalization of financial resources possession and the invisibility of their essential needs in the action of buying are elements of the discursive field analyzed, that, by relating with the encouragement to consume, produces a financial pedagogy that erases differences and social inequalities. I still question the gender crossings that are contained in these pedagogies that differentiate boys from girls in their ways of getting, spending and saving money, and enhance conflicting notions of femininity and masculinity.
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Lima, Izabel Maciel Monteiro. "Educational experiences in the context of the transition from early childhood education for elementary education in a public school in Fortaleza in the perspective of the various segments of the school community." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11256.
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nÃo hÃ<br>A presente pesquisa teve como objetivo geral analisar como se concretizam as estratÃgias de articulaÃÃo curricular utilizadas numa escola pÃblica municipal de Fortaleza no Ãltimo ano da EducaÃÃo Infantil (EI) que visam à continuidade da formaÃÃo da crianÃa na sua transiÃÃo para o primeiro ano do Ensino Fundamental (EF), considerando as perspectivas dos diversos segmentos da comunidade escolar sobre esse processo. No Brasil, os momentos de transiÃÃo escolar ganham destaque a partir das mudanÃas na organizaÃÃo da EducaÃÃo BÃsica, tais como a ampliaÃÃo do EF de oito para nove anos de duraÃÃo e a extensÃo da escolaridade obrigatÃria de nove para quatorze anos. A transiÃÃo da crianÃa entre a EI e o EF à um passo delicado de seu percurso escolar, que pode ter consequÃncias negativas para o desenvolvimento e a aprendizagem dos indivÃduos (LERNER, 1996, apud FORMOSINHO e ARAÃJO, 2004). Portanto, a transiÃÃo à um processo que requer o planejamento de aÃÃes que articulem os modelos curriculares e o repensar acerca da prÃtica pedagÃgica do professor junto Ãs crianÃas (ZABALZA, 2007). Trata-se de uma pesquisa qualitativa de cunho etnogrÃfico, desenvolvida por meio do estudo de caso (BOGDAN E BIKLEN, 1994) de uma turma do Ãltimo ano da EducaÃÃo Infantil. Para a obtenÃÃo dos dados, foram realizadas observaÃÃes a fim de conhecer o currÃculo em curso nesse momento de transiÃÃo e entrevistas com os trÃs segmentos de sujeitos (profissionais da escola, famÃlias e crianÃas), com o intuito de apreender as suas perspectivas sobre o fenÃmeno. Os dados da investigaÃÃo foram analisados à luz da Psicologia de Desenvolvimento (WALLON, 1971; 2007) e das perspectivas de Formosinho (1998; 2001; 2008) e Zabalza (1998; 2007). Os resultados evidenciam que as vivÃncias educacionais das crianÃas na escola Vida de CrianÃa focam principalmente a aprendizagem da leitura e da escrita, para qual se destina a maior parte do tempo na escola. Em consequÃncia dessa prioridade, as brincadeiras, as interaÃÃes, a participaÃÃo das crianÃas e as atividades que envolvem outras Ãreas do conhecimento, como ciÃncias naturais e arte, adquirem pouca relevÃncia no contexto escolar. Assim, a anÃlise empreendida sobre as prÃticas pedagÃgicas aponta para o objetivo preparatÃrio da EI, tendo em vista a prevenÃÃo do fracasso escolar no EF mediante a antecipaÃÃo de prÃticas de escrita, numa perspectiva restrita do prÃprio processo de alfabetizaÃÃo das crianÃas.<br>The present research intended to analyze how the strategies of curricular articulation used in a Fortaleza's municipal public school, in the last year of Early Childhood Education, which aim to give continuity to the development of a child in his transition to the first year of Basic Education, get materialized, considering the perspectives of the several segments of school community about this process. In Brazil, the moments of school transition stand out from the changes in the organization of Early Childhood Education, such as the extension of Basic School period, from eight to nine years, and the increasing in the required period of scholarity, from nine to fourteen years. The child's transition from Early Childhood Education to Basic Education is a delicate step in his school path, and may result in negative consequences to the individuals' development and learning (LERNER, 1996 apud FORMOSINHO, ARAÃJO, 2004). Therefore, this transition is a process that requires the planning of actions that can articulate the curricular models, as well as a reassessment about the teacher's pedagogic practice in relation to children (ZABALZA, 2007). This is a qualitative ethnographic research developed by the study of the case (BOGDAN, BIKLEN, 1994) of a class belonging to the last year of Early Childhood Education. For construction of the data, observations were made in order to get to know the current curriculum in this moment of transition, and interviews were conducted with the three segments of subjects (school staff, families and children) in order to assimilate their perspectives about the phenomenon. The research's data were analyzed in light of Developmental Psychology (WALLON, 1971, 2007) and the prospects of Formosinho (1998, 2008) and Zabalza (1998, 2007). The results show that the educational experiences of children in the Vida de CrianÃa School mainly focus on reading and writing activities, for which most of the time is destined. As a result of this priority, the jokes, the interactions, the participation of children and the activities involving other areas of knowledge, such as natural sciences and art, acquire little relevance in the school context. Thus, the analysis made of the pedagogical practices leads to the objective of adequately preparing Early Childhood Education, in order to prevent school failure in Basic Education by the anticipation of writing practice, taking into consideration that it is a restricted view of the process itself of children's literacy.
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Oliveira, Rodolfo Fortunato de. "Astronomia nos anos iniciais do ensino fundamental : uma análise de livros didáticos do sistema municipal de ensino de Bauru /." Bauru, 2020. http://hdl.handle.net/11449/192158.
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Orientador: Rodolfo Langhi<br>Resumo: Levantamentos realizados em publicações da área de Educação em Astronomia apontam que um dos focos recorrentes de pesquisa são os recursos/materiais didáticos e, dentre eles, estão os livros didáticos. Estes passaram a ser o principal foco das análises, pois, segundo alguns autores, eles se tornaram o principal, e às vezes o único, material utilizado pelos professores nas aulas de Ciências. Além disso, tem-se discutido o poder dos livros didáticos sobre o currículo. As pesquisas da área mostram que um dos obstáculos quanto ao ensino de astronomia é a relativa baixa quantidade de material bibliográfico, com linguagem acessível e fonte segura. Soma-se o fato de que, ao realizar um levantamento bibliográfico inicial, foram encontrados poucos trabalhos que discutiam a presença da astronomia em livros didáticos para o ensino fundamental I (ou anos iniciais). Diante de alguns questionamentos, o objetivo da presente pesquisa foi investigar o conteúdo de astronomia ensinado aos alunos dos anos iniciais do ensino fundamental I a partir da análise do livro didático de Ciências adotado pelo sistema municipal de ensino de Bauru/SP. Para esta análise, utilizou-se como referencial os resultados de pesquisas da área e os documentos oficiais do governo. Quanto à fundamentação metodológica, a pesquisa teve como apoio os princípios da Análise de Conteúdo, seguindo suas três fases: pré-análise, exploração do material e tratamento dos resultados e interpretações. Os resultados revelaram quais sã... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: Surveys carried out in publications regarding the Astronomy Education area point out that one of the recurrent research focuses are resources and didactic materials and, among them, are the textbooks. These became the major focus of analysis, because, according to some authors, it became the main, sometimes the only, material used by teachers in Science classes. In addition, the power of textbooks on the curriculum has also been discussed. Researches in the area shows that one of the obstacles to astronomy teaching is the relatively low amount of bibliographic material with accessible language and reliable sources. In addition, when conducting an initial bibliographic survey, few studies that discussed the presence of astronomy in textbooks for the early years of elementary school were found. In the face of some questions, the objective of this research was to investigate the astronomy contents taught to students in the early years of elementary school based on the analysis of the science textbook adopted by the municipal educational system of Bauru/SP. For this analysis, research results in this area and official government documents were used as a reference. As for the methodological basis, the research was supported by the principles of Content Analysis, following its three steps: pre-analysis, exploration of the material and treatment and interpretation of the results. The results revealed what are the astronomy contents taught, how they are organized, how is their relati... (Complete abstract click electronic access below)<br>Mestre
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Versuti-Stoque, Fabiana Maris [UNESP]. "Indicadores da alfabetização científica nos anos iniciais do ensino fundamental e aprendizagens profissionais da docência na formação inicial." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/102024.
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versutistoque_fm_dr_bauru.pdf: 10282323 bytes, checksum: 7b72ebb91363a0083f6785f68a77b3cb (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>No estudo que se segue assumimos a importância do diálogo entre os resultados de pesquisas acadêmicas e as práticas de ensino efetivamente dispostas em sala de aula, em específico, a relevância dos estudos sobre o processo da Alfabetização Científica nos anos iniciais como orientação das propostas de formação inicial de professores que irão ministrar Ciências Naturais. Sendo assim, investigamos a luz da mediação teórica proposta pelo Behaviorismo Radical, como se manifestam na prática de ensino das licenciandas em Pedagogia, ações comprometidas com o desenvolvimento de indicadores da Alfabetização Científica. Tal objetivo foi proposto considerando atividades voltadas para ampliação do repertório das licenciandas de interpretar funcionalmente os registros das interações discursivas produzidas em sala de aula, bem como atividades de observação em sala de aula de atividades de estágio desenvolvidas pelas licenciandas. Participaram deste estudo duas licenciandas em Pedagogia. Os dados coletados demonstraram que a concepção de Alfabetização Científica está distante da realidade formativa das participantes desta pesquisa no que se refere ao planejamento de condições adequadas de ensino para o desenvolvimento de repertórios vinculados com a produção de medidas comportamentais consistentes com os indicadores da Alfabetização Científica. Sendo assim, as atividades de interpretação funcional dos registros das interações discursivas produzidas em sala de aula pelas licenciandas constituíram-se em um recurso didático relevante para a aquisição e o desenvolvimento de repertórios comportamentais que definem a atuação profissional das futuras professoras do Ensino Fundamental, uma vez que verificamos o distanciamento entre as medidas produzidas e os indicadores que definem a Alfabetização Científica. Contudo, estudos futuros poderiam...<br>In the study that follows we assume the importance of dialogue between the results of academic research and teaching practices effectively arranged in the classroom, in specific, the relevance of studies on the process of scientific literacy in the early years as a guidelines of the proposed training Initial teacher who will teach the natural sciences. Thus, we investigated according to the theoretical mediation proposed by the Radical Behaviorism, as is manifested in practice teaching of undergradutates in pedagogy, shares commited to the development of indicators of Scientific Literacy. This objective was proposed considering activities for expanding the repertoire for future teachers to interpret functionally the records of the discursive interactions produced in the classroom and observation of stage's activities developed by the student. The study included two undergraduates in pedagogy. The collected multimídeaed that the conception of scientific literacy are far from reality literacy are far from reality training of participants in this study regarding to the planning of appropriate conditions of education for the development of repertories linked with the production of behavior measures consistent with indicators of Scientific Literacy. Thus, the activities of functional interpretation of the records of the discursive interactions produced in the classroom bu students constituted themselves into a teaching resource material for the acquisition and development of behavioral repertoires that define the professional performance of future teachers of elementary school, onde found that distance between the measurements produced and indicators that define the Scientific Literacy. However, future studies could verify the proposition that investigations could also facilitate the planning, implementation and evoluation of new situations of teaching the natural sciences committed to science education
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McCann, James P. "The Contribution of American Sign Language Comprehension on Measures of Early Literacy in Deaf and Hard-of-Hearing Children| A Longitudinal Study of Four-, Five-, and Six-Year-Olds through Early Elementary School." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840784.
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<p> The influence of sign language comprehension on reading has been well-documented in elementary, secondary, and postsecondary-aged deaf and hard-of-hearing (D/HOH) children and adults. There is limited research into the predictive nature of sign language comprehension on literacy outcomes in D/HOH children in preschool and early elementary school, however. This research addressed this gap by investigating group differences between D/HOH children who primarily communicated through sign language alone and D/HOH children who primarily communicated through sign supported spoken language on measures of American Sign Language (ASL) comprehension, sign supported English (SSE) comprehension, letter/word recognition, and reading comprehension. The relationship between ASL comprehension and SSE comprehension on word identification and reading comprehension was also examined. A longitudinal design was utilized and data analyzed with linear mixed models. Participants were D/HOH children 4-6-years-old at the beginning of the study and followed for two years. </p><p> Children who communicated primarily through sign language alone had significantly higher comprehension of ASL than children who communicated primarily through sign supported spoken language. There were no significant group differences in growth of ASL comprehension, however. There were no significant group differences in comprehension of SSE, letter/word recognition, passage comprehension or growth pattern in these skills. Both ASL comprehension and SSE comprehension predicted letter/word identification and passage comprehension final status whereas only SSE comprehension predicted growth pattern. When word identification was examined in addition to the language predictors, the random effects of the model could not be estimated so statistical inferences for the predictive utility of ASL comprehension on reading comprehension above SSE comprehension and word identification could not be drawn. </p><p> Implications for service delivery in early intervention, progress monitoring of language skills, instruction, and personnel preparation are discussed. Because of the significant variation in language development initial status, further research is recommended into sources of individual variation in language outcomes. Future longitudinal research is needed to examine the age range from early childhood through elementary school, include multiple measures of linguistic competence, and identify the influence of new hearing technology and language experience. Furthermore, intervention studies aimed at improving language development are warranted given its relationship with literacy.</p><p>
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Leme, Andressa Caroline Francisco. "Agora é para alfabetizar, sim ou não? : análise dos discursos especializados sobre a idade certa para iniciar a alfabetização no contexto da ampliação do ensino fundamental para nove anos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-17102015-183713/.
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Esta pesquisa tem como objetivo efetuar uma análise dos discursos especializados sobre as relações entre a infância e a cultura escolar letrada a partir da perspectiva de Michel Foucault. Mais precisamente, busca-se examinar os discursos sobre a idade mais adequada para o início do processo de alfabetização, que marca a passagem da educação infantil para o ensino fundamental. O interesse pelo tema justifica-se tendo em vista a recente ampliação do ensino fundamental para nove anos, com a antecipação do ingresso no primeiro ano, que passou a ocorrer aos seis anos e não mais aos sete anos de idade. Esse fato gerou uma série de discussões pedagógicas acerca das consequências dessa mudança para as crianças de seis anos, que anteriormente frequentavam a educação infantil e passaram a frequentar o ensino fundamental. A partir do estudo de documentos oficiais e revistas pedagógicas destinados à formação docente, pretende-se identificar os argumentos mobilizados nos discursos para a defesa de uma idade mais indicada para o início do processo de alfabetização. A análise evidenciou que os discursos sobre o tema caracterizam a educação infantil e o ensino fundamental como duas culturas escolares distintas. A educação infantil é concebida como uma etapa da escolarização que tem como propósito favorecer o desenvolvimento infantil espontâneo, de modo que todo aprendizado realizado nessa etapa, inclusive o da leitura e da escrita, deve partir do interesse e da curiosidade das próprias crianças. O ensino fundamental, por sua vez, destina-se à formação do estudante por meio do ensino sistemático das disciplinas escolares definidas no currículo.<br>This research aims to make an analysis of the specialized discourse on the relationship between childhood and schools literate culture, from Michel Foucault\'s perspective. More precisely, it seeks to examine the speeches on the most appropriate age for the beginning of literacy process, which marks the transition from preschool to elementary school. The importance of this subject is justified in view of the recent expansion of primary education to nine years, with the anticipation of entering the first year, which now occur at six and no more at seven years old. This has raised a number of pedagogical discussions about the consequences of this change for children that are six years old, who previously attended kindergarten and began to attend the elementary school. From the study of official documents and pedagogical journals for teachers training, the analysis intended to identify the arguments deployed in the speeches for the defense of a more appropriate age for the beginning of the literacy process. The analysis showed that the speeches on the subject characterize the kindergarten and elementary school as two different school cultures. Early childhood education is conceived as a stage of schooling that aims to foster the spontaneous child development, so that all learning undertaken at this stage, including reading and writing, should start from the interest and curiosity of the children themselves. The primary school, in turn, is intended for the formation of the student through the systematic teaching of school subjects defined in the curriculum.
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Carneiro, Fernando Henrique Fogaça. "O ensino da matemática para alunos surdos bilíngues : uma análise a partir das teorizações de Michel Foucault e Ludwig Wittgenstein." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165695.
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Esta dissertação é fruto de uma pesquisa realizada com o objetivo de examinar enunciados produzidos por professoras dos Anos Iniciais do Ensino Fundamental sobre uma escola bilíngue para alunos surdos e o ensino de matemática. Os aportes teóricos que sustentam a investigação são as teorizações de Michel Foucault e Ludwig Wittgenstein, principalmente aqueles presentes em na obra Investigações Filosóficas. Além disso, foram utilizados conceitos do campo dos Estudos Surdos, conforme descrito por Carlos Skliar, Maura Corcini Lopes e Adriana Thoma. O material de pesquisa examinado consiste em: narrativas de quatro professoras dos Anos Iniciais do Ensino Fundamental da escola investigada, geradas em entrevistas, documentos oficiais e Registros de Chamada da instituição. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso, na perspectiva de Michel Foucault. O exercício analítico realizado a partir do uso das ferramentas teóricas selecionadas mostrou que a escola de ouvintes e a escola de surdos têm fortes semelhanças de família, responsáveis pela disciplinarização dos corpos e dos saberes e condução das condutas dos alunos. Também foi possível identificar que tanto a escola de surdos como a de ouvintes se ocupam da produção de sujeitos disciplinados, normalizados a partir de um modelo a ser seguido, contudo, no caso dessa primeira, com um referencial de normalidade pautado em saberes provenientes da comunidade surda. Na disciplina de Matemática, especificamente, foi identificado que as semelhanças de família entre o ensino de surdos e ouvintes é ainda mais forte, visto que este campo de conhecimento, segundo os dados empíricos, pode ser trabalhado visualmente. Percebeu-se que a imperatividade do uso dos materiais concretos nas aulas de Matemática também está presente, porém com uma outra justificativa: a de que o aluno surdo é um sujeito visual. Assim, pode-se pensar que os jogos de linguagem que constituem a Matemática Escolar seguem predominantes, mesmo nas escolas de surdos, com sua gramática pautada por formalismo, ordem e assepsia.<br>This dissertation is the result of a research carried out with the objective of examining statements made by elementary school teachers about a bilingual school for deaf students and the teaching of mathematics. The theoretical contributions that support the investigation are the theories of Michel Foucault and Ludwig Wittgenstein, mainly those present in the work Philosophical Investigations. In addition, concepts from the field of Deaf Studies were used, as described by Carlos Skliar, Maura Corcini Lopes and Adriana Thoma. The research material examined consists of: narratives of four Elementary School teachers of the school investigated, generated in interviews, official documents and some observation records from the institution. The analytical strategy used to examine this material was guided by discourse analysis, from Michel Foucault's perspective. The analytical exercise based on the use of the selected theoretical tools showed that the school of hearers and the school of the deaf have strong family resemblances, responsible for disciplining the bodies and the knowledge and conducting the students' behaviors. It was also possible to identify that both the school of deaf and the hearers are concerned with the production of disciplined subjects, normalized from a model to be followed, however, in the case of this first, with a referential of normality based on knowledge from the deaf community. In the discipline of Mathematics, specifically, it was identified that the family similarities between the teaching of deaf and hearers are even stronger, since this field of knowledge, according to the empirical data, can be worked visually. It was noticed that the imperative use of concrete materials in Mathematics classes is also present, but with another justification: that the deaf student is a visual subject. Thus, one may think that the language games that make up School Mathematics remain predominant, even in schools of the deaf, with its grammar marked by formalism, order and asepsis.
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Versuti-Stoque, Fabiana Maris. "Indicadores da alfabetização científica nos anos iniciais do ensino fundamental e aprendizagens profissionais da docência na formação inicial /." Bauru : [s.n.], 2011. http://hdl.handle.net/11449/102024.
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Orientador: Jair Lopes Junior<br>Banca: Sergio Dias Cirino<br>Banca: Silvia Regina Quijadas Aro Zuliani<br>Banca: Lucia Helena Sasseron<br>Banca: Fernando Bastos<br>Resumo: No estudo que se segue assumimos a importância do diálogo entre os resultados de pesquisas acadêmicas e as práticas de ensino efetivamente dispostas em sala de aula, em específico, a relevância dos estudos sobre o processo da Alfabetização Científica nos anos iniciais como orientação das propostas de formação inicial de professores que irão ministrar Ciências Naturais. Sendo assim, investigamos a luz da mediação teórica proposta pelo Behaviorismo Radical, como se manifestam na prática de ensino das licenciandas em Pedagogia, ações comprometidas com o desenvolvimento de indicadores da Alfabetização Científica. Tal objetivo foi proposto considerando atividades voltadas para ampliação do repertório das licenciandas de interpretar funcionalmente os registros das interações discursivas produzidas em sala de aula, bem como atividades de observação em sala de aula de atividades de estágio desenvolvidas pelas licenciandas. Participaram deste estudo duas licenciandas em Pedagogia. Os dados coletados demonstraram que a concepção de Alfabetização Científica está distante da realidade formativa das participantes desta pesquisa no que se refere ao planejamento de condições adequadas de ensino para o desenvolvimento de repertórios vinculados com a produção de medidas comportamentais consistentes com os indicadores da Alfabetização Científica. Sendo assim, as atividades de interpretação funcional dos registros das interações discursivas produzidas em sala de aula pelas licenciandas constituíram-se em um recurso didático relevante para a aquisição e o desenvolvimento de repertórios comportamentais que definem a atuação profissional das futuras professoras do Ensino Fundamental, uma vez que verificamos o distanciamento entre as medidas produzidas e os indicadores que definem a Alfabetização Científica. Contudo, estudos futuros poderiam... (Resumo completo, clicar acesso eletrônicos abaixo)<br>Abstract: In the study that follows we assume the importance of dialogue between the results of academic research and teaching practices effectively arranged in the classroom, in specific, the relevance of studies on the process of scientific literacy in the early years as a guidelines of the proposed training Initial teacher who will teach the natural sciences. Thus, we investigated according to the theoretical mediation proposed by the Radical Behaviorism, as is manifested in practice teaching of undergradutates in pedagogy, shares commited to the development of indicators of Scientific Literacy. This objective was proposed considering activities for expanding the repertoire for future teachers to interpret functionally the records of the discursive interactions produced in the classroom and observation of stage's activities developed by the student. The study included two undergraduates in pedagogy. The collected multimídeaed that the conception of scientific literacy are far from reality literacy are far from reality training of participants in this study regarding to the planning of appropriate conditions of education for the development of repertories linked with the production of behavior measures consistent with indicators of Scientific Literacy. Thus, the activities of functional interpretation of the records of the discursive interactions produced in the classroom bu students constituted themselves into a teaching resource material for the acquisition and development of behavioral repertoires that define the professional performance of future teachers of elementary school, onde found that distance between the measurements produced and indicators that define the Scientific Literacy. However, future studies could verify the proposition that investigations could also facilitate the planning, implementation and evoluation of new situations of teaching the natural sciences committed to science education<br>Doutor
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Ribeiro, Claudia. "Programa alfabetizar com sucesso- programa de acompanhamento dos anos iniciais da rede pública de Pernambuco: a avaliação do município de condado." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/1108.
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Previous issue date: 2015-01-14<br>O presente estudo se propôs a investigar em que medida os Eixos Político, Gerenciamento de Dados e Pedagógico do Programa Alfabetizar com Sucesso, política pública para os anos iniciais do Ensino Fundamental da rede pública de Pernambuco, foram implementados na rede municipal de Condado. Para tanto, buscamos respostas aos seguintes questionamentos: Quais as consequências políticas educacionais no município ao fazer adesão ao PAS? Em que medida o gerenciamento, através dos indicadores de sucesso, contribuiu para a organização administrativa escolar municipal? Há contribuições da organização pedagógica adotada pelo PAS no processo ensino-aprendizagem do município? Para essa pesquisa foram utilizados dados obtidos a partir da complementaridade das abordagens qualitativa e quantitativa, em um lócus específico, o município de Condado, pertencente à Gerência Regional Mata Norte de Pernambuco. Na pesquisa qualitativa adotamos o Sistema de Rede para escolher os sujeitos da pesquisa e realizamos a entrevista semiestruturada com nove docentes que estiveram presente na implementação do PAS em Condado. Na pesquisa quantitativa, utilizamos um questionário com 41 professoras. Utilizamos, também, informações de documentos oficiais e contribuições teóricas de Adrião e Peroni (2011), Mainardes (2006), Brooke (2012), Polon (2009), entre outros. Os resultados da pesquisa indicaram que a decisão política de adesão ao PAS e o gerenciamento dos Indicadores de Sucesso foram importantes para a rede municipal de educação de Condado, tanto na opinião das nove professoras entrevistadas, quanto na opinião das 22 professoras respondentes ao questionário, as quais têm mais de cinco anos no PAS. Entretanto, uma visão diferente do grupo de professoras acima citado foi a apresentada pelas 19 professoras respondentes ao questionário, estas com menos de cinco anos de atuação no PAS. Essas docentes não reconhecem a influência do PAS nem aprovam a permanência desse Programa na rede municipal de Condado.<br>The present study was to investigate in what extent the political axis, management data and teaching of Programa Alfabetizar com Sucesso, public policy for the years basic education of the public’s schools of Pernambuco were implemented in municipal schools. For this, we seek answers to the following questions: What are the educational political consequences in the municipality to make adherence to PAS? To what extent the management, through the indicators of success, contributed to the municipal school administrative organization? There are contributions of pedagogical organization adopted by the PAS in the process teaching and learning of the municipality? For this research we used data obtained by complementing qualitative and quantitative approaches in a particular locus, the city Condado, belonging to the Gerência Regional Mata Norte de Pernambuco. In qualitative research we adopted the public educacion to choose the subjects and conducted semi-structured interviews with nine teachers who were present in the implementation of PAS in Condado. In quantitative research used the questionnaire Likert scale with 41 teachers. We also use information from official documents and theoretical contributions of Agrião de Peroni (2011), Mainardes (2006), Brooke (2012), Polon (2009), among others. The survey results indicated that the accession policy decision to PAS and the management of duccess Indicators are important to the municipal Condado education, in the opinion of the nine teachers interviewed, as in the opinion of 22 respondents to the questionnaire that teachers who have more than five years in PAS. However, different view of the group of teachers, cited above, was presented by the 19 respondents to the questionnaire teachers with less than five years of experience in SAP. These teachers do not recognize the influence of PAS or approve the permanence of this program in public schools of Condado.
Books on the topic "Early elementary school years"
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Inc, ebrary, ed. Developing reflective practice in the early years. McGraw Hill/Open University Press, 2008.
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Elinor, Goldschmied, and Selleck Dorothy Y, eds. Key persons in the early years: Building relationships for quality provision in early years settings and primary schools. 2nd ed. David Fulton Publishers, 2012.
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Edwards, Anne. Effective early years education: Teaching young children. Open University Press, 1994.
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Understanding the Danish forest school approach: Early years education in practice. Routledge, 2012.
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Helen, May. I am five and I go to school: Early years schooling in New Zealand, 1900-2010. Otago University Press, 2011.
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Simon, Brownhill, ed. A quick guide to behaviour management in the early years. Sage, 2011.
Find full textBook chapters on the topic "Early elementary school years"
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Kim, Young Chun. "Elementary School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_4.
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Watanabe, Tad. "Shiki: A Critical Foundation for School Algebra in Japanese Elementary School Mathematics." In Early Algebraization. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17735-4_7.
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Klose, Rebecca, and Christof Schreiber. "TellMEE – Telling Mathematics in Elementary Education." In Mathematics Education in the Early Years. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78220-1_9.
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Sahota, Pinki. "Pre-school prevention interventions." In Early years nutrition and healthy weight. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119023258.ch8.
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Empson, Susan B., Linda Levi, and Thomas P. Carpenter. "The Algebraic Nature of Fractions: Developing Relational Thinking in Elementary School." In Early Algebraization. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17735-4_22.
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Robinson, Katherine M. "Arithmetic Concepts in the Early School Years." In Mathematical Learning and Cognition in Early Childhood. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12895-1_10.
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Allan, Miriam. "Male Singing in Early Years of School." In Perspectives on Males and Singing. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2660-4_19.
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Gray, Frank. "Wonders and Marvels: Smith’s Early Years." In The Brighton School and the Birth of British Film. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17505-4_4.
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Conklin, Hilary G. "Being Present in the Middle School Years." In Developmentalism in Early Childhood and Middle Grades Education. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107854_4.
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Cotton, Tony. "Preparing for 'big school'." In How to Develop Confident Mathematicians in the Early Years. Routledge, 2018. http://dx.doi.org/10.4324/9781315211398-5.
Full textConference papers on the topic "Early elementary school years"
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Estéfany Freitas Barbosa, Glória, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Souza Pourbaix Diniz. "The impacts of the Digital Age on the formation of readers in the early years of Elementary School." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212441.
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The theme aboutreader formation in Brazil is recurrent in different debates throughout history, considering its importance for the construction of a literate society.This study aimed to draw the reader's profileaged 6 to 10 yearsof the literary text, making an interface with the influence of the Digital Age in the choice of textual genres (fairy tales, legends, fables, among others) and in the formats of reading adhered to by students.Therefore, we aimed to identify the different styles of reading, as well as the ideological aspects inherent to this phenomenon, based on the frequency and formats of reading, namely: on screen and on paper.As a methodology, we carried out a bibliographic survey and applied exploratory research to private school teachers, in a city in the interior of the State of Rio de Janeiro.The survey data point to the great challenge of waking up children's appetite for the universe of reading in the Digital Age. Of the interviewed teachers,most defend the importance of literary reading, however most prefer videos and movies to reading.According to the teachers' testimony, children who like to read develop more creativity and criticality. The research revealed that the option for the act ofreading in detriment to other possibilities of access to culture receives a lot of influence from the encouragement of the school and the family.The sampling highlighted the importance of the literary ambience. We hope that the studywill contribute to the thought of new strategies to encourage reading, by portraying the students' inclination towards audiovisual language
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Barbosa, Glória Estéffany Freitas, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Sousa Pourbaix Diniz. "The impacts of the Digital Era on the formation of readers in the early years of elementary school." In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202192.
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De Abreu Porcellis, Diego, Marcelo Siedler, and Marizele Garcia. "LUDUS-Desenvolvimento de um Jogo para Auxiliar no Aprendizado de Matemática para Alunos com Autismo." In Computer on the Beach. Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p615-618.
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The present work was created from the need to develop educational tools that can be used in the Multimedia Resource Rooms of the Bagémunicipal education network, especially with children with autism. The software requirements were defined from meetings with the team of teachers and professionals who work in the Specialized Educational Service of General Emilio Luiz Malletschool, chosen as pilot of this project because it is one of the first schools to be contemplated with the classroom. resources. Among the listed requirements was prioritized to attend students aged 8-12 years and activities related to the four fundamental operations of mathematics: addition, subtraction, multiplication and division. As the purpose of the app is to support the teaching of students in the early grades of elementary school with autism. Thus, after the definition of the contents and the type of application, began to study the autistic universe and its particularities so that it was possible to design and develop an attractive game for this student
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Hill, Rodney. "Educating Children in Manufacturing and Mechanical Concepts." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59312.
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A multilevel, multifaceted learning environment has been designed at the NSF Engineering Research Center for Reconfigurable Manufacturing Systems (ERC/RMS) to help young children (ages 5 to 10 years) understand the basic concepts of manufacturing industry and to appreciate why manufacturing is important to their lives. The design of this environment is grounded on observed interactions of children and technology, research literature on pupil’s understanding of mechanics and on the concepts of a rich learning environment. The components of this environment include stories, cartoon characters, puzzles, games, and solitary and group activities. The activities require easily available household objects and common toys. These materials are targeted for families with early-elementary and home-schooled children.
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Arafik, Muh, Harti Kartini, Arda Purnama Putra, Retno Tri Wulandari, and Ahmad Nurabadi. "The Implementation of School Literacy Movement for Children in Elementary School." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.050.
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Mudiono, Alif. "Developing Innovative and Interactive Learning in Elementary School." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.2.
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Mintowati, Mintowati, K. Laksono, Mukhzamilah Mukhzamilah, F. Inayatillah, and R. Tyasnurita. "The development of vocabulary for early-grade elementary-school students." In International Conference on Education, Science and Technology. Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3242.
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Sakinah Nuraini, Ni Luh, Puri Selfi Cholifah, and Wisnu Cahyo Laksono. "Mathematics Errors in Elementary School: A Meta-Synthesis Study." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.32.
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Nuraini, Ni Luh Sakinah, Puri Selfi Cholifah, Putri Mahanani, and Andini Mukharoma Meidina. "Critical Thinking and Reflective Thinking Skills in Elementary School Learning." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.001.
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Nurmahanani, Indah, Munir, Yeti Mulyati, and Andoyo Sastromiharjo. "Sociocognitif Model to Improve the Early Reading of Elementary School Students." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008997002310236.
Full textReports on the topic "Early elementary school years"
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.
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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003236.
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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.004.
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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
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‘Early years childcare. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.14771.
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In this podcast we talk to Professor Eva Lloyd OBE, Professor of Early Childhood in the School of Education and Communities at UEL, about social exclusion and child poverty, and what looks and feels like for those who are in it.
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Ambitious Mashups: Reflections on a Decade of Cyberlearning Research. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/105.
Full textAbstract:
This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current project in this community and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.
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National report 2009-2019 - Rural NEET in Serbia. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrrs.2020.12.
Full textAbstract:
The situation of rural Youths Neither in Employment nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2010-2019) in Serbia is presen-ted in this report. The main criterion for analysis was the degree of urbanisation, where the comparison was done between rural areas, towns and suburbs, cities, and the whole country. The data available on EUROSTAT and the national Statistical office of Serbia were used as main resources for statistical interpretation. The statistical procedures used in the report rely on descriptive longitudinal analysis, using graphical displays (e.g. overlay line charts) as well as the calculation of proportional abso-lute and relative changes between observed years. The analysis of the youth population in Serbia aged 15-24 years in total as well as the youth population for different degrees of urbaisation, for the period 2010-2019, showed a de-creasing trend. In the period 2014-2019 (which is with available data for the case of Serbia) it can be ob-served that the youth employment rate is increasing in all areas of urbanisation. In contrast to the employment, the level of unemployment in Serbia is constantly decreasing in the period 2014-2019. This trend is similar for all three areas of urbanisation.The decrease in the number of early school leavers is registered in the case of entire Serbia, cities, and rural areas. The only trend of increasing of early school leavers’ rate is recorded for the towns and suburbs, for the observed period 2014-2019.In the period 2010-2019, the NEET rate is declining in Serbia for all three degrees of ur-banisation. In comparison to EU countries, Serbia is still significantly above the European average, but with a tendency of reducing the gap.
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National report 2009-2019 - Rural NEET in Spain. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nres.2020.12.
Full textAbstract:
This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Spain. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.In the last ten years (2009 - 2019) a significant portion of the Spanish youth population has migrated from rural areas to cities and towns. This migration trend could be explained by the economic crisis which impacted upon Spain from 2008 onwards. Data shown in this report makes visible the vulnerability of rural NEET youth to these downturns from 2009 to 2013. In line with this, Early-school leaving (ESLET) and unemployment rates in rural areas were more pronounced in 2013 and the following years for rural youth in comparison with youth living in urban areas and towns. However, in the last two years (2017-2019) there has been a sharp decrease in these indicators placing youth living rural areas, on average, in line with the rest (i.e., an average NEET youth rate in Spain 15% versus 16% for rural areas).
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National report 2009-2019 - Rural NEET in Portugal. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrpt.2020.12.
Full textAbstract:
This report outlines in detail the situation of rural youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Portugal. To do this, the report portrays indicators of: youth population; youth em-ployment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopts the degree of urbanisation as a central criterion, thereby enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Portugal. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Portugal is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial in-equalities in access to employment and education opportunities.
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National report 2009-2019 - Rural NEET in Bulgaria. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.ndbg.2020.12.
Full textAbstract:
This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Bulgaria. To do this, the report utilised indicators of: youth population; you-th employment and unemployment; education; and, NEETs distribution. The characteri-sation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the indi-cators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Bulgaria. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strate-gy. Finally, the proportion of NEETs in Bulgaria is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial inequalities in access to employment and education opportunities