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Journal articles on the topic 'Early elementary school years'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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.

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Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla, and Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development." Language, Speech, and Hearing Services in Schools 44, no. 4 (2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).

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PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

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Robertson, Erin K., and S. Hélène Deacon. "Morphological awareness and word-level reading in early and middle elementary school years." Applied Psycholinguistics 40, no. 4 (2019): 1051–71. http://dx.doi.org/10.1017/s0142716419000134.

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AbstractWe examined whether morphological awareness made a significant contribution to word-level reading across Grades 1 to 4. We test these relations specifically in a task measuring awareness of past-tense forms. A total of 375 children from Grades 1 to 4 completed tasks assessing past-tense morphological awareness along with real word and pseudoword reading. Children also completed control measures assessing phonological awareness, phonological short-term memory, sentence-level language skills, and nonverbal cognitive ability. After these controls, past-tense morphological awareness was a significant predictor of real word reading in Grades 1 and 2, but not in Grades 3 and 4. Further, following on all controls, past-tense morphological awareness was a consistent predictor of pseudoword reading across Grades 1 to 4. Morphological awareness, at least as measured with past-tense verbs, appears to have a role in word reading across the early to middle elementary school grades; for young readers, there are relations to reading of both known and novel words, and for older readers, relations are significant specifically in reading novel words. These findings are discussed within the context of theories of word reading development.

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Walker, Sue, Jo Lunn‐Brownlee, Laura Scholes, and Eva Johansson. "The development of children's epistemic beliefs across the early years of elementary school." British Journal of Educational Psychology 90, no. 2 (2019): 266–81. http://dx.doi.org/10.1111/bjep.12280.

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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

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Carter, Tyrette S. "Welcome to Volume 18." Teaching Children Mathematics 18, no. 1 (2011): 4–5. http://dx.doi.org/10.5951/teacchilmath.18.1.0004.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Christie, Andrea. "When Will I Ever Use This?" Teaching Children Mathematics 18, no. 2 (2011): 68–69. http://dx.doi.org/10.5951/teacchilmath.18.2.0068.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Carter, Tyrette, and Joseph Walsh. "Welcome to the 40th Focus Issue." Teaching Children Mathematics 19, no. 3 (2012): 133–34. http://dx.doi.org/10.5951/teacchilmath.19.3.0133.

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Share news about happenings in the field of elementary school math education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Noddin, Christine A. "Free online CCSSM Toolbox." Teaching Children Mathematics 19, no. 4 (2012): 213–15. http://dx.doi.org/10.5951/teacchilmath.19.4.0213.

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Share news about happenings in the field of elementary school math education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Gimmestad, Katherine D., and Maryann E. Huey. "Math: More than black and white." Teaching Children Mathematics 19, no. 5 (2012): 277–81. http://dx.doi.org/10.5951/teacchilmath.19.5.0277.

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Share news about happenings in the field of elementary school math education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Katt, Susie. "By Way of Introduction: Extend an invitation." Teaching Children Mathematics 24, no. 1 (2017): 6–8. http://dx.doi.org/10.5951/teacchilmath.24.1.0006.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Drake, Corey, Megan Holmstrom, Mindy Kalchman, and Juli Lenzotti. "By way of introduction: Going beyond the gradebook: Using student work to guide instruction." Teaching Children Mathematics 25, no. 6 (2019): 326–28. http://dx.doi.org/10.5951/teacchilmath.25.6.0326.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Wilburne, Jane M. "TCM—Your Go-to Resource for Rich Tasks." Teaching Children Mathematics 22, no. 1 (2015): 5–7. http://dx.doi.org/10.5951/teacchilmath.22.1.0005.

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Readers share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Polly, Drew. "Evaluating Mathematics Curricular Resources." Teaching Children Mathematics 22, no. 6 (2016): 325–29. http://dx.doi.org/10.5951/teacchilmath.22.6.0325.

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Readers share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Breyfogle, M. Lynn, and Judith Quander. "Building a math Village: Developing Partnerships among School, Home, and Community." Teaching Children Mathematics 21, no. 3 (2014): 133–35. http://dx.doi.org/10.5951/teacchilmath.21.3.0133.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at www.nctm.org/tcmdepartments.

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Felton-Koestler, Mathew D. "Common Core confusion about modeling." Teaching Children Mathematics 23, no. 5 (2016): 269–72. http://dx.doi.org/10.5951/teacchilmath.23.5.0269.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.

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Liu Sun, Kathy. "Beyond Rhetoric: Authentically Supporting a Growth Mindset." Teaching Children Mathematics 24, no. 5 (2018): 280–84. http://dx.doi.org/10.5951/teacchilmath.24.5.0280.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http:/www.nctm.org/WriteForTCM.

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Silbey, Robyn. "Top Tips for Being Your Best." Teaching Children Mathematics 24, no. 5 (2018): 284. http://dx.doi.org/10.5951/teacchilmath.24.5.0284.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http:/www.nctm.org/WriteForTCM.

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Earnest, Darrell, and Julie M. Amador. "Reflecting on Standards When Lesson Planning." Teaching Children Mathematics 24, no. 6 (2018): 344–46. http://dx.doi.org/10.5951/teacchilmath.24.6.0344.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.

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Rodrigues Rézio, Ana Sofia. "Algebraic Thinking: Conceptions of Elementary School Teachers." Revista Ensayos Pedagógicos 9, no. 1 (2014): 121–35. http://dx.doi.org/10.15359/rep.9-1.6.

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Students’ algebraic reasoning, at the beginning of their schooling years, includes the development and promotion of functional thinking and the understanding of mathematical properties, which can be stimulated by solving problems. In the latest Portuguese Program for Mathematics Elementary Education, we do not see the topic Algebra in the first year of school although some other topics include objectives of algebraic nature. This fact showed the importance of research about the introduction of concepts and development of algebraic skills by elementary school teachers. We investigated the concept of algebraic thinking and how it has been addressed, by interviewing 50 teachers from Portugal. The results showed that the respondents agree with algebraic experiences in the early years of school; however, the data showed a considerable distance when compared to the concept of “algebraic reasoning” adopted by the current scientific community have of algebraic reasoning. With regard to activities that contribute to its promotion, problem solving was considered to play an important role in the development of algebraic skills as well as its representation and generalization.

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Pi, Minkyeong, Geum-Bin So, and Seunghee Ha. "Phonological Processing Ability of Children with Speech Sound Disorders in Early Elementary School Years." Communication Sciences & Disorders 25, no. 3 (2020): 696–709. http://dx.doi.org/10.12963/csd.20748.

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Schielack, Jane F. "Looking Back, Looking Forward." Teaching Children Mathematics 25, no. 5 (2019): 262–63. http://dx.doi.org/10.5951/teacchilmath.25.5.0262.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM. Jane F. Schielack

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HOOPER, STEPHEN R., TIMOTHY A. ASHLEY, JOANNE E. ROBERTS, SUSAN A. ZEISEL, and MICHELE D. POE. "The Relationship of Otitis Media in Early Childhood to Attention Dimensions During the Early Elementary School Years." Journal of Developmental & Behavioral Pediatrics 27, no. 4 (2006): 281–89. http://dx.doi.org/10.1097/00004703-200608000-00001.

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Magnuson, Carolyn S., and Marion F. Starr. "How Early Is Too Early to Begin Life Career Planning? The Importance of the Elementary School Years." Journal of Career Development 27, no. 2 (2000): 89–101. http://dx.doi.org/10.1177/089484530002700203.

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Leng, Lu, and Zhenyu Gao. "The Development and Contextualization of Philosophy for Children in Mainland China." Teaching Philosophy 43, no. 3 (2020): 245–80. http://dx.doi.org/10.5840/teachphil202082124.

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The past three years have seen a steady growth of interest in researching and practicing Philosophy for Children (P4C) in educational settings in China because many educators and administrators consider it as a coherent curriculum for developing student critical, creative, caring and collaborative thinking. Excited and gratified with children’s philosophical sensitivity and enthusiasm, three representative Elementary Schools in mainland China, namely South Station Elementary School from Yunnan Province, Shanghai Liuyi Elementary School, and Washi Elementary school from Zhejiang Province, started to practice P4C in the late 1990s and the early twenty-first century. Without succumbing to the aggravated uniformity of the educational system, the three schools demonstrated innovative ways to reform their educational practice, which helped to develop a different form of Chinese educational praxis. This study provides a review on three schools’ P4C practice from the perspective of motivation, development of school-based curricula, the mode and effect of P4C. The three schools found Lipman’s P4C curriculum inspiring but, for the most part, culturally and contextually inappropriate, thus developed their own P4C textbooks, pedagogy and conceptual framework. The study further offers glimpses of P4C historical development in the past thirty years in the model schools, and discusses the challenges, opportunities, existing methodological approaches, theoretical and practical tensions that Chinese P4Cers experienced when P4C being practiced. Then it proposes methodological advancements and possibilities of future P4C practice and research in mainland China.

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Orava, Taryn, Steve Manske, and Rhona Hanning. "Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation." Health Promotion and Chronic Disease Prevention in Canada 37, no. 9 (2017): 303–12. http://dx.doi.org/10.24095/hpcdp.37.9.05.

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Introduction Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.

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Shigematsu, Ryosuke, Shuta Katoh, Koya Suzuki, Yoshio Nakata, and Hiroyuki Sasai. "Sports Specialization and Sports-Related Injuries in Japanese School-Aged Children and Adolescents: A Retrospective Descriptive Study." International Journal of Environmental Research and Public Health 18, no. 14 (2021): 7369. http://dx.doi.org/10.3390/ijerph18147369.

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Although early sports specialization is associated with sports-related injuries, relevant quantitative studies on young non-elite athletes, the majority of sports participants, are scarce. We described sports specialization time points and the characteristics of sports-related injuries. Undergraduate students at a university in Japan (n = 830) recalled their history of sports participation from elementary to high school and sports-related injuries in a self-administered questionnaire. Of 570 valid respondents, 486 (85%) engaged in sports at least once. Significantly more respondents played multiple sports in upper elementary school (30%) than in other school categories (1–23%). In junior high and high schools, 90% and 99% played only one sport, respectively. Of the 486 respondents who played sports, 263 (54%) had experienced acute or overuse injuries. The proportion of injured participants significantly differed by school category: lower elementary school (4%), upper elementary school (21%), junior high (35%), and high school (41%). The proportions of acute or overuse injuries in males were higher than those in females. In conclusion, this study clarified a slight variation in sports items, particularly in junior high and high schools, which demonstrates 13 years as the age of beginning specialization in a single sport. More than half of the non-elite athletes experienced sports-related injuries. Injuries were frequently observed in males and those in junior high and high schools.

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Drenowatz, Clemens, Gerson Ferrari, Klaus Greier, and Franz Hinterkörner. "Relative Age Effect in Physical Fitness during the Elementary School Years." Pediatric Reports 13, no. 2 (2021): 322–33. http://dx.doi.org/10.3390/pediatric13020040.

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Age-groups are commonly implemented in education and sports in order to provide fair and equal opportunities. Various studies, however, have shown a competitive advantage for early born children over their relatively younger peers, which is referred to as relative age effect. The present study examined differences in various components of physical fitness in Austrian elementary-school children. A total of 18,168 children (51% boys) between 6 and 11 years of age provided valid data on anthropometric characteristics and physical fitness. Specifically, children completed eight fitness tests that assessed cardiorespiratory endurance, muscular strength and power, speed, agility, flexibility and object control. Across age-specific quartiles, older children were significantly taller and heavier than their younger peers. Older children also displayed better performance for strength and power, speed, agility and object control, while differences in cardio-respiratory endurance were less pronounced. These results highlight the presence of a relative age effect during the elementary school years and emphasize the need to consider individual differences in the evaluation of children’s performance. As all children should be given equal opportunities to engage successfully in physical education and sports, physical education teachers and youth coaches need to be educated on the implications of a relative age effect.

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Marcotte, Lori, Erin Hennessy, Johanna Dwyer, et al. "Validity and reliability of a calcium checklist in early elementary-school children." Public Health Nutrition 11, no. 1 (2008): 57–64. http://dx.doi.org/10.1017/s1368980007000018.

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AbstractObjectiveTo create, validate and assess the reliability of a checklist to measure calcium intake in children.DesignCalcium intakes from a checklist and parent-assisted 24-h dietary recall were compared. Checklist reliability was assessed separately.SettingAfter-school programmes in the United States.SubjectsForty-two children (18 males, 24 females, age = 8.0 ± 0.9 years) participated in the validation analysis and 49 children (28 males, 21 females, age = 7.5 ± 0.9 years) in the reliability analysis.ResultsNo differences in mean calcium intakes were found by method or gender. The checklist correlated well with recall among girls (r = 0.65, P = 0.01) but not boys (r = −0.33, P = 0.19). Agreement over time was above 80% for most foods.ConclusionThe calcium checklist is useful for assessing calcium intake among groups of 6–10-year-old children in settings that preclude parental assistance. More research is needed to improve accuracy among boys.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Kholiq, Abdul. "How is Piaget's Theory Used to Test The Cognitive Readiness of Early Childhood in School?" Indonesian Journal of Early Childhood Education Studies 9, no. 1 (2020): 24–28. http://dx.doi.org/10.15294/ijeces.v9i1.37675.

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This study aims to examine Piaget's cognitive theory of early childhood readiness to enter elementary school. The method used is quantitative descriptive, using samples of early childhood selected based on the criteria of 5 years of age. The results of the study were processed using statistical calculations. The results obtained were that the instruments developed were effective enough to test cognitive readiness of early childhood in elementary school entrance examinations. In addition, the average tested child has a fairly good readiness but requires guidance by the teacher so that his cognitive abilities develop optimally.

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Milik, Katarzyna. "Elementary educational system of the Częstochowa administrative unit in the light of reports to school (1817–1832)." Pedagogika. Studia i Rozprawy 28 (2019): 323–40. http://dx.doi.org/10.16926/p.2019.28.24.

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When the Kingdom of Poland was created in 1815, the educational matters were in the hands of the Government Commission for Religion and Public Education. In the early years, especially thanks to the activity of a minister Stanisław Kostka Potocki, the number of elementary schools grew. However, it did not last long as straight after him leaving service the situation changed. From the beginning of the 20s of the 19th century, elementary education was on the decline. This fact is confirmed by reports from the Częstochowa administrative unit, from the years 1817–1832. They clearly describe fundamental issues of the contemporary system of education. Above all, it lacked new school buildings and older buildings needed renovating urgently. In this situation, a rented room or a cottage frequently served as school premises. Accommodation conditions were rather poor. Additionally, there were not enough teachers. Not everyone wanted to teach in the country due to unfavourable circumstances. The teacher’s salary was low, often irregularly paid and sometimes not paid at all. Apart from this, it was difficult to work and expect any progress when parents did not send their children to school. As a result some schools were closed.

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Lichtenfeld, Stephanie, Reinhard Pekrun, Robert H. Stupnisky, Kristina Reiss, and Kou Murayama. "Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)." Learning and Individual Differences 22, no. 2 (2012): 190–201. http://dx.doi.org/10.1016/j.lindif.2011.04.009.

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Burchinal, Margaret, Joanne E. Roberts, Susan A. Zeisel, Elizabeth A. Hennon, and Stephen Hooper. "Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years." Parenting 6, no. 1 (2006): 79–113. http://dx.doi.org/10.1207/s15327922par0601_4.

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MCMASTER, LOREN E., JENNIFER CONNOLLY, DEBRA PEPLER, and WENDY M. CRAIG. "Peer to peer sexual harassment in early adolescence: A developmental perspective." Development and Psychopathology 14, no. 1 (2002): 91–105. http://dx.doi.org/10.1017/s0954579402001050.

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The goal of this study was to examine sexual harassment in early adolescence. Available data indicate that peer to peer sexual harassment is prevalent in high school and is associated with psychosocial problems for both victims and perpetrators. For the present study, we adopted a developmental contextual model to examine the possibility that this behavior develops during the late elementary and middle school years and is linked to the biological and social changes that occur at this time. Youths from Grades 6–8 (N = 1,213) enrolled in seven elementary and middle schools in a large south-central Canadian city were asked to report on their sexual harassment behaviors with same- and cross-gender peers; their pubertal development, and the gender composition of their peer network. The results revealed that cross-gender harassment was distinct from same-gender harassment, increased in frequency from Grade 6 to Grade 8, and was linked to pubertal maturation and participation in mixed-gender peer groups. The implications of a developmental contextual model for understanding the emergence of this problematic behavior in adolescence are discussed.

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Fujitani, Asami, Tsuyoshi Sogo, Ayano Inui, and Kiyoshi Kawakubo. "Prevalence of Functional Constipation and Relationship with Dietary Habits in 3- to 8-Year-Old Children in Japan." Gastroenterology Research and Practice 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/3108021.

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Objectives. To determine the prevalence and effect of dietary habits on functional constipation in preschool and early elementary school children in Japan. Study Design. A total of 3595 children aged 3 to 8 years from 28 nursery schools and 22 elementary schools in Yokohama City, Kanagawa Prefecture, Japan, were evaluated. The subjects were divided into a functional constipation group and a nonfunctional constipation group according to the Rome III criteria. Dietary intake data were collected using a brief-type, self-administered, diet-history questionnaire validated for Japanese preschool-aged children. Results. Of the 3595 subjects evaluated, 718 (20.0%) had functional constipation. The association between functional constipation and gender was not statistically significant (p=0.617). A decrease in bowel frequency was observed in 15.9% of those with functional constipation. There was no significant difference in the proportion of participants in the constipation group by age (p=0.112). Binomial logistic regression analysis indicated that only fat per 100 kcal positively correlated with functional constipation [odds ratio = 1.216, 95% confidence interval: 1.0476–1.412]. Conclusions. Functional constipation is common among children in preschool and early elementary school in urban areas of Japan. Parents should pay attention to constipation-related symptoms other than defecation frequency. A high-fat diet should be avoided to prevent functional constipation.

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Fuller, Sarah C., and Helen F. Ladd. "School-Based Accountability and the Distribution of Teacher Quality Across Grades in Elementary School." Education Finance and Policy 8, no. 4 (2013): 528–59. http://dx.doi.org/10.1162/edfp_a_00112.

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We use North Carolina data to explore whether the quality of teachers in the lower elementary grades (K–2) falls short of teacher quality in the upper grades (3–5) and to examine the hypothesis that school accountability pressures contribute to such quality shortfalls. Our concern with the early grades arises from recent studies highlighting how children's experiences in those years have lasting effects on their later outcomes. Using two credentials-based measures of teacher quality, we document within-school quality shortfalls in the lower grades, and show that the shortfalls increased with the introduction of No Child Left Behind. Consistent with that pattern, we find that schools responded to accountability pressures by moving their weaker teachers down to the lower grades and stronger teachers up to the higher grades. These findings support the view that accountability pressure induces schools to pursue actions that work to the disadvantage of children in the lower grades.

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Jones, Sonya J., Wendy Gonzalez, and Edward A. Frongillo. "Policies that restrict sweetened beverage availability may reduce consumption in elementary-school children." Public Health Nutrition 13, no. 4 (2009): 589–95. http://dx.doi.org/10.1017/s1368980009991819.

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AbstractObjectiveWe investigated whether having a policy regarding the availability of sweetened beverages in school was associated with children’s purchase and total weekly and daily consumption of sweetened beverages.DesignData were obtained from 10 719 children aged 9–13 years and 2065 elementary schools in the Early Childhood Longitudinal Study–Kindergarten cohort. Multilevel logistic regression was used to determine the magnitude and significance of relationships between the availability of different beverages and purchase of sweetened beverages at school and overall consumption of beverages.ResultsThe purchase of sweetened beverages by children in school was strongly associated with the administrative policy of sweetened beverage availability. Compared with children in schools without an administrative policy that allowed sweetened beverages, children in schools with the policy were three times more likely to be either occasional or frequent consumers of sweetened beverages.ConclusionsA policy of availability of sweetened beverages makes an independent contribution to children’s purchase and consumption of sweetened beverages in the 5th grade year.

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Kingdon, Danielle, Lisa A. Serbin, and Dale M. Stack. "Understanding the gender gap in school performance among low-income children." International Journal of Behavioral Development 41, no. 2 (2016): 265–74. http://dx.doi.org/10.1177/0165025416631836.

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Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course of schooling. Results from a multiple-group latent growth curve analysis revealed that children from this low-income sample demonstrated a significant decreasing trajectory of academic performance over time, which intensified after the transition from elementary to secondary schooling. A gender gap in academic performance emerged after the children transitioned to secondary school, with girls outperforming boys. Boys continued to experience greater academic decline than did girls across the secondary school years, and individual and family characteristics assessed in early elementary school predicted these academic trajectories. At school entry, boys showed higher levels of attention problems than did girls, which in turn predicted boys’ poorer school performance. However, boys with stronger reading skills and greater maternal school involvement during the early years of schooling were protected against declining academic performance across the secondary school years. Implications for prevention programs are discussed.

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Davis, Heather A., Anna Marie L. Ortiz, and Gregory T. Smith. "The Occurrence and Covariation of Binge Eating and Compensatory Behaviors Across Early to Mid-Adolescence." Journal of Pediatric Psychology 43, no. 4 (2017): 402–12. http://dx.doi.org/10.1093/jpepsy/jsx113.

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Abstract The purpose of this study was to examine the occurrence and covariation of four eating disorder behaviors across the elementary, middle, and high school years. In a sample of 1,906 youth measured over 5 years at nine time points, from the past year of elementary school through the second year of high school, binge eating, purging (self-induced vomiting), compensatory exercise, and fasting behavior were assessed by self-report. Over the 5-year period, rates of binge eating and purging increased but rates of compensatory exercise and fasting decreased. Girls and boys did not differ in their rates of engagement in any of the behaviors. Within time, the behaviors covaried modestly. Health-care professionals are advised to assess each behavior individually, rather than base interventions on the presence or absence of a diagnosable eating disorder. Gender should not be a basis for assessing for the presence of any of these behaviors.

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