Journal articles: '1st grade of elementary school'

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KABATAŞ MEMİŞ, Esra, Büşra Nur ÇAKAN AKKAŞ, Zehra Esra KETENOĞLU KAYABAŞI, Esma KARAKUŞ, and Nurullah FİLİZ. "Determining 1st– 4th Grade Elementary School Students’ Perceptions of Scientists." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 316–31. http://dx.doi.org/10.24193/adn.13.2.21.

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Abstract: The main purpose of this study is to determine the perceptions of elementary school students (1,2,3 and 4) about science and scientist. The study has been included three different elementary schools in the city center of Kastamonu in northwest Turkey. A total of 1862 students in the first (n = 480), second (n = 450), third (n = 471) and fourth (n = 461) classes participated in the study. The Draw-a-Scientist Test (DAST) developed by Chambers (1983) was used to determine the views of students about scientists. The content of the collected data was analyzed. It was found that the majority of the students, in total and at all grades, drew pictures of male scientists. It was determined that they made drawings of scientists who were in daily clothes, had well-groomed hair and were working in different environments (nature, space, etc.).

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Qodriyatun, Siti. "Improving Student Learning Outcomes About the Addition of Two Numbers with a Maximum Result of 20 Using the Make A Match Learning Model 1ST Grade Bonosari Elementary School." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 875. http://dx.doi.org/10.20961/shes.v3i3.46081.

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This study aims to: improve learning result on addition of two number with a maximum result of 20 in1st grade students Elementary School. The research was conducted in three cycles. The subjects were all students of 1st grade Elementary School Bonosari with total 20 students. Data sources in this research is students, peers,researcher and document. Data collection techniques used observation, questionnaires, documentation and testing. The validity of data used triangulation techniques and the sources. The qualitative and quantitative analysis were used to analyst the data. The results showed that the use of the Make a Match model can improve learning result on addition of two number in 1st grade elementary school.

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Fatmawati, Laila, Pristiya Irawati, Dholina Inang Pambudi, Purwadi Purwadi, and Budi Santoso. "Perkembangan LKPD Berbasis Kearifan Lokal pada Materi-Materi Bencana Alam untuk Siswa SD Kelas I." Proceedings Series on Social Sciences & Humanities 1 (June 14, 2021): 76–83. http://dx.doi.org/10.30595/pssh.v1i.77.

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Student worksheets/Lembar Kerja Peserta Didik (LKPD) that promote local wisdom are still rarely found in elementary schools. Therefore, it is necessary to develop LKPD that supports the delivery of materials for the local wisdom preservation. This research aims to develop the LKPD based on local wisdom of natural disaster material for 1st grade elementary school students. The type of this research is Research and Development (RnD). The development procedure adopts the ADDIE model. The subject was the 1st Grade students at Unggulan Aisyiyah Elementary School in Bantul. However, due to the coronavirus pandemic, the research was only conducted until the validation test stage by expert lecturers. The data retrieval techniques were observations and interviews. The data was analyzed using qualitative and quantitative analysis. The criteria for the successful creation of LKPD can be seen from the assessment of validation experts. The results of the assessment by media experts are 77 "Very Worthy", by material experts are 80 "Very Worthy", by linguists is 82.5 "Very Worthy", and by teaching experts is 89.5 "Very Worthy". Thus, the average score is 82.25 "Very Decent", which if converted in qualitative data falls into the category "Very Decent". Thus, LKPD based on local wisdom of natural disaster materials for 1st grade students of elementary school is eligible to be used as a support for teaching materials.

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Et al., Nadiran Amanda. "Learning Math for 1st Grade Primary School Students using Intelligent Tutoring Systems." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2020–30. http://dx.doi.org/10.17762/turcomat.v12i6.4806.

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Primary education after early childhood education is an important momentum in the education stage of a human being, in this case, education at the grade 1 level of elementary school. Where the delivery of subject matter properly and correctly at the early stages of this primary education will affect human education in the future. As well as the importance of early education at the elementary level, mathematics is an important initial subject to be given properly and correctly, so that the specter that says mathematics is a difficult subject is not true when a student in the early stages of basic education gets a good and correct mathematics education. Moreover, The Covid19 pandemic period is one of the parameters of the difficulty of knowledge transfer for students in the early stages of basic education, where physical meetings are not allowed to avoid Covid19 transmission in the classroom. Therefore, integrated tutoring systems (ITS) are a knowledge transfer tool that can help teachers, students, and parents in the delivery of subject matter, especially mathematics subjects which have a track record of being a scourge, scary and difficult to learn. In this paper, a simple ITS specifically for tutoring mathematics lessons for grade 1 elementary school students in Indonesia is tried to be implemented using the Unified Modeling Languages (UML) tool as an object-oriented modeling tool. Use case diagrams are applied to describe business processes in the ITS system that we built and use class diagrams modeled database table designs. Not to forget, the user interface (UI) from the results of the implementation prototype was displayed as a communication medium for users, both children, and tutors, in using applications built using Personal Home Pages (PHP) and MySQL.

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Im, Yeongjin, Yunkyoung Cho, and Youngkyong Jong. "A continuity analysis of the reading passages of elementary school 6th grade and middle school 1st grade English textbooks." Foreign Languages Education 22, no. 1 (March 30, 2015): 125–48. http://dx.doi.org/10.15334/fle.2015.22.1.125.

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Kang, Eun Sun, and Kyung Hee Jung. "Comprehension of Polysemy in the 1st, 3rd and 5th Grade Elementary School Children." Journal of speech-language & hearing disorders 28, no. 3 (July 31, 2019): 31–40. http://dx.doi.org/10.15724/jslhd.2019.28.3.031.

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Sukiniarti, Sukiniarti. "KENDALA PENERAPAN PEMBELAJARAN TEMATIK DI KELAS RENDAH SEKOLAH DASAR." Perspektif Ilmu Pendidikan 28, no. 2 (October 16, 2014): 120. http://dx.doi.org/10.21009/pip.282.6.

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Abstract: Based on the curriculum of the unit level of education or school-based curriculum (KTSP), the thematiclearning is designed to be implemented at the lower grades of primary school, namely grade 1, 2, and 3. However,in the Curriculum of 2013 the thematic learning is designed to be applied at all grades from 1st grade to the 6thgrade, and even at the higher school levels. The purpose of this study was to describe the constraints faced by thelower grade elementary school teachers in developing the lesson plans, selecting the media, and deciding on theuse of the appropriate thematic learning methods. Moreover, this study was to describe the constraints in implementingthe thematic learning in the lower grade classrooms. The subjects of this qualitative research were lowergrade teachers of elementary school in Bangka Belitung province. The data were collected through questionnaires,interviews, observation, and review of lesson plan documents formulated by the teachers. The results showed, theconstraints experienced by the teachers included the difficulty in developing the thematic lesson plan, determiningthe method, selecting the media, and preparing the evaluation tools. From this study it can be concluded that theapplication of the thematic learning in lower grades will experience problems if the teachers are not creative and donot have a broad understanding of the selected theme in relation to the subjects combined.Keywords: constraints, the application of thematic learning, the lower grades.

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Fadlilah, Itsnaini, and Alik Musfidal Laili. "Pengaruh Reward terhadap Motivasi dan Hasil Belajar Kognitif Siswa Kelas IV di SDN 1 Karangan." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 1 (August 4, 2019): 25. http://dx.doi.org/10.29407/jpdn.v5i1.13219.

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This study aimed to find out whether there is influence of reward toward motivation and mathemathic cognitive test result of the 4th grade student in 1st Karangan elementary school. The method of this study was quantitative. The types of study was quasi eksperimental with design of study was nonequivalent control group design. Population of this study was 4th grade student. Sample was selected using saturated sampling. Data collection technique used questionnaire and test. The data analysis technique used MANOVA test. MANOVA test output show that signivicance of Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace, dan Roy’s Largest Root was 0,00. The conclusion was there is influence of reward as an effort to increase motivation and cognitive test result for student 4th grade of Elementary School 1 Karangan

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Howard, Larry L. "Transitions between food insecurity and food security predict children's social skill development during elementary school." British Journal of Nutrition 105, no. 12 (January 27, 2011): 1852–60. http://dx.doi.org/10.1017/s0007114510005623.

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Recent findings indicate that household food insecurity affects children's social skill development in the early years of elementary school. It is important to assess the persistency of developmental consequences and investigate whether all categories of social skills are equally affected by food insecurity experiences. The present paper estimates population-averaged and subject-specific models for children's social skill scores reported by school teachers using longitudinal data on 2310 boys and 2400 girls in the USA enrolled in the 1st (aged 6–9 years), 3rd (aged 8–11 years) and 5th (aged 10–13 years) grades (1999–2003) from the Early Childhood Longitudinal Study-Kindergarten. The main findings are, first, significantly (P < 0·05) negative, contemporaneous and transitional relationships between food insecurity experiences and children's social skill scores are evident. Estimates based on sex-stratified samples indicate that the contemporaneous association is strongest among girls, while the association of an early transition from food insecurity in the 1st grade to food security in the 3rd grade is strongest among boys. Second, food insecurity experiences predict children's social skill scores emphasising self-control, attentiveness and task persistence, rather than interpersonal relationships or externalising behaviour. Overall, the findings underscore the multifaceted effect that household food insecurity has on children's social skills and provide the strongest empirical evidence to date that the experiences are linked with non-nutritional developmental consequences for children over a time horizon spanning several years.

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Kim,Jeong-ryeol and 천윤희. "Study on the Continuity of Elementary and Middle School English Textbooks through a Corpus-based Analysis: the 6th Grade Elementary School English Textbook and the 1st Grade Middle School English Textbook." English Teaching 63, no. 2 (June 2008): 361–94. http://dx.doi.org/10.15858/engtea.63.2.200806.361.

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Kuzeva, O. V. "Features of Graphomotor Skills Development in Primary School Children." Psychological-Educational Studies 9, no. 2 (2017): 57–69. http://dx.doi.org/10.17759/psyedu.2017090206.

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The results of the study of serial graphic skills and writing formation in elementary school children are represented in the article. Special characteristics of the development of these skills in 7 and 9 years old children in norm and with learning disabilities (LD) were found using computerized experimental methods and general neuropsychological diagnostics. Third-formers in norm achieve significant results in the development of graphomotor skills and writing while children with LD have difficulties in its automating. 1st grade students with LD show complex cognitive difficulties that influence the formation of graphomotor skills and handwriting, in the 3d grade tempo characteristics and quality of writing primarily suffer. The main reason of such dysfunction is the decrease of serial organization of movements, planning and control functions, as well as the deficit of neurodynamic components of activity.

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Rizkiana, Alif. "Peningkatan Kemampuan Operasi Hitung Penjumlahan dan Pengurangan Dengan Media Konkret Pada Siswa Kelas 1 SD Negeri Bantarkawung 03." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 556. http://dx.doi.org/10.20961/shes.v3i4.54359.

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The arithmetic operations of addition and subtraction are basic mathematics that must be learned since the 1st grade of elementary school to make it easier for students to do mathematics in advanced grades. In this research, the aim is to improve the ability to do arithmetic operations of addition and subtraction with concrete media for grade 1 students at SD Negeri Bantarkawung 03. Through classroom action research, the quality of learning can be improved because the teacher immediately knows what needs to be improved. The number of respondents studied in this study were all first grade elementary school students, totaling 22 students. This research was carried out in 2 cycles. Based on the description of the implementation of the action, the results of the research and discussion, data were obtained that there was an increase in the ability to do arithmetic addition and subtraction operations in each cycle. It can be seen from the application of the pre-cycle, that is, 40% has increased to 20%, so the total is 60% in the first cycle, then it has increased in the second cycle, which is an increase of 27%, the total increase is 87%. The conclusion is that using concrete objects media can improve the ability of addition and subtraction arithmetic operations in grade 1 students of SD Negeri Bantarkawung 03

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Scliar-Cabral, Leonor. "Neuroscience, Linguistics and Psycholinguistics Advances Applied to Early Literacy Teaching." English Linguistics Research 9, no. 3 (August 5, 2020): 15. http://dx.doi.org/10.5430/elr.v9n3p15.

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I discuss the lack of linguistic and psycholinguistic fundamentals compromising the teaching-learning models of early literacy, as well as the ignorance of reading neuroscience most recent contributions, arguing with linguistic and neuroscience theories about perceptual invariant units, like phonemes and graphemes. I also explain the difference between phoneme and sound and between grapheme and letter as well as the existence of hierarchical linguistic levels. All those fundamentals pave the Scliar Early Literacy System (SSA), applied on an experiment run at Lagarto, Sergipe State, on the Brazilian Northeastern, that showed the lowest scores in the 2016 National Literacy Assessment (ANA). METHOD: José Humberto dos Santos Santana, distance SSA Course student, belonging to Lagarto municipal staff, organized the five researchers group to implement the SSA in two Lagarto schools. Teachers Patrícia Vieira Barbosa Faria and Jaqueline da Silva Nascimento were 75 children teaching pioneers, in February, 2017, using SSA, Module 1, method and materials, focusing on reading learning at the municipal schools Raimunda Reis, RR (two classes) and Manoel de Paula Menezes Lima, MPML (one class). On 2018, the same teachers followed the same children in the 2nd grade, applying SSA, Module 2, method and materials, focusing on writing learning. Educators received continuous distance training, first, fortnightly and, starting in 2018, twice every week: Tuesdays, for educators who worked with 2nd grade children and, on Wednesdays, for 1st grade educators, from Elementary School. Distant classes last one hour and a half each. RESULTS: The 2018 More Early Literacy Program assessment describes the lowest level 1, as the one where children barely identify one word or the other. In this level two Lagarto schools dropped to 8.7 (RR) and 9.1% (MPML), while at the highest level, dealing with children who have a desirable reading performance, they reached the percentages of 34.8 (RR) and 31.8 (MPML). Compare such results with the 2016 National Literacy Assessment (ANA) performance in the State of Sergipe: level 1, 45.28; highest level, 3.02. In 2018, Lagarto Municipal Education Secretariat expanded its adhesion to SSA, reaching an average of 490 children from the 1st (18 classes) and 2nd (3 classes) grades of Elementary School, taking into account reading and writing, respectively. The Secretariat guaranteed the continuous training of 18 teachers who attend the 1st year and the 5 who attend the 2nd year for applying the SSA. In 2019, given the proposal success, more than 1000 children benefited from the project.

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Susanti, Lidia, and Carla Imbiri. "Implementasi Motivasi Model ARCS (Attention, Relevance, Confidence, and Satisfaction) dalam Pembelajaran Pendidikan Agama Kristen." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 4, no. 2 (April 13, 2020): 254–63. http://dx.doi.org/10.30648/dun.v4i2.284.

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Abstract. The purpose of this study was to describe the effectiveness of learning using ARCS motivation in Christian Religious Education subjects 1st grade of the elementary school. The design used in this study was a quasi experimental design and nonequivalent control group design method with 57 research subjects in 1st grade of Charis Christian Elementary School. Learning models with ARCS motivation design as independent variables and learning outcomes as dependent variables. Through testing the difference between independent samples T-Test between the control class and the experimental class (ARCS), it was proved that there were significant differences in learning outcomes between the experimental class and the control class t (57) = 4,050; p <0.05. Based on the results of the independent sample T-Test analysis, a significant value (Sig. (2 tailed) = 0.000) was obtained between the experimental class and the control class. From the results of this study it could be concluded that the implementation of ARCS motivation design can significantly improve learning outcomes in Christian Religious Education subjects in 1st grade of the elementary school.Abstrak. Tujuan penelitian ini untuk memberikan gambaran efektivitas pembelajaran menggunakan motivasi ARCS pada mata pelajaran Pendidikan Agama Kristen di kelas 1 SD. Rancangan penelitian ini menggunakan quasi experimental design metode nonequivalent control group design dengan subyek penelitian 57 siswa kelas 1 SD Kristen Charis. Model pembelajaran dengan desain motivasi ARCS sebagai variabel bebas dan hasil belajar sebagai variabel terikat. Melalui uji perbedaan independent samples T-Test antara kelas kontrol dan kelas eksperimen (ARCS), terbukti ada perbedaan pada hasil belajar yang signifikan antara kelompok kelas eksperimen dan kelas kontrol t(57) = 4,050; p<0.05. Berdasarkan hasil analisa independent sample T-Test, diperoleh nilai yang signifikan (Sig.(2 tailed)=0.000) antara kelas eksperimen dan kelas kontrol. Dari hasil penelitian ini dapat disimpulkan bahwa penerapan desain motivasi ARCS dapat secara signifikan meningkatkan hasil belajar pada mata pelajaran PAK di kelas 1 SD.

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Farina, Marco, Marco Maglionico, Marco Pollastri, and Irena Stojkov. "Water consumption in public schools for the city of Bologna, Italy." Water Supply 13, no. 2 (March 1, 2013): 257–64. http://dx.doi.org/10.2166/ws.2013.013.

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For most buildings considered to be of a public non-residential type there are insufficient published data to establish and compare the theoretical standards with actual consumption data. Therefore, water consumption per user in non-residential buildings is still a very complicated issue for engineers and designers involved in analysing water demand and water management. This is why linking water consumption and school occupancy is the goal of this paper, trying to set the basis for further design, conservation and educational interventions on this topic. This research integrates quantitative data of water consumption, through water metering and analysis, and historical data about users in buildings. We focused on consumptions for four types of schools: nurseries (0–3-year-old children), kindergartens (3–6 years), elementary schools (6–11 years) and secondary 1st grade schools (11–14 years). The results are that the rational basic demand for water is estimated as 48.8 l per pre-school student per day and 18.7 l per elementary/secondary school student per day. Therefore we found that younger children use more water on a daily basis than older ones, probably because they need more services, such as laundries and kitchens, whereas older students consume water mainly in restrooms.

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Choi, A. Rim, and Jae Yeon Yoo. "The Characteristics of Diadochokinesis in 1st and 2nd Grades of Elementary School Students." Korean Society for Rehabilitation of Persons with Disabilities 22, no. 2 (June 22, 2018): 231–46. http://dx.doi.org/10.16884/jrr.2018.22.2.231.

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Hikin, Mana, Mika Suzuki, Ami Watanabe, Chika Nishido, Takafumi Mori, Akiko Saito, and Tetsuju Sekiryu. "Refraction Measured by Retinomax^® and Spot™ Vision Screener in 1st Grade Elementary School Children." JAPANESE ORTHOPTIC JOURNAL 48 (2018): 145–51. http://dx.doi.org/10.4263/jorthoptic.048f116.

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Fu, You, and Ryan D. Burns. "Demographic Characteristics Related to Motor Skills in Children Aged 5-7 Years Old." International Journal of Kinesiology and Sports Science 6, no. 2 (April 30, 2018): 15. http://dx.doi.org/10.7575/aiac.ijkss.v.6n.2p.15.

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Background: Motor skill is important to young children’s overall well-being. However, there has been a paucity of work examining the demographic characteristics on young children’ motor skill. Objective: The purpose of this study was to examine the differences in motor skills across socio-economic status (SES) and grade levels in elementary school children. Method: Participants were 651 kindergarten to 2nd grade children (mean age = 6.2 ± 0.9 years; 305 girls, 346 boys) recruited from two low SES schools and another two high SES schools. Selected motor skill items were measured using the Test for Gross Motor Development-3rd Edition (TGMD-3) instrument. Data were collected once at each school during physical education class and recess period. A 4 × 3 × 2 × 2 Multivariate Analysis of Variance (MANOVA) test was employed to examine the differences among grade, SES, ethnicity, and sex on TGMD-3 scores. Results: There were significant main effects for grade (Wilks’ lambda = 0.34, F (2, 1274) = 229.6, p < 0.001) and SES (Wilks’ lambda = 0.70, F (2, 637) = 136.3, p < 0.001). Follow-up tests revealed statistically significant differences between grades on locomotor, object control and overall TGMD-3, with the 2nd graders displaying highest mean scores, followed by 1st graders and kindergarteners. Follow-up tests suggested that high SES children displaying statistically significant higher mean scores than low SES students on all motor skill variables. Conclusion: Older children demonstrated higher motor competence levels, and those with high SES displayed higher motor skill levels than lower SES children.

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Ikhsani, Afrida Conniestia, Nadya Vera Wibowo, Purwaka Atmaja, and Rokhmaniyah Rokhmaniyah. "IMPLEMENTATION OF DISCIPLINE CHARACTER EDUCATION WITH CONTEXTUALTEACHING LEARNING (CTL) MODEL IN LEARNING AT STATE 1ST ELEMENTARY SCHOOL OF ADIKARSO KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 39. http://dx.doi.org/10.20961/shes.v1i2.26736.

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Character education nowadays is an important thing to do because of the widespread moral crisis among the community, it is from children, adolescents to adults. For this reason, it is necessary to improve a character education as early as possible from various communities. The characters that need to be developed are discipline. This article describes the results of research that aims to explain the character of discipline in relation to contextual models that can be seen from the influence of the use of contextual models in learning in elementary schools. This study uses a qualitative approach which is carried out with data collection techniques through observation, interviews and questionnaires. The sample of this study was the second and fifth grade students at Adikarso 1 Elementary School. To maintain the quality of the data, this study uses triangulation techniques. The results showed in the table of class II, before learning the percentage of students who answered "always" amounted to 80.345% while after learning rises to 86.551%. It can be concluded that the contextual learning model can improve the character of discipline in learning at SDN 1 Adikarso.

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Akihara, Yu, Toshiaki Oda, Tadashi Yamamoto, and Akitoshi Sogabe. "Changes in body composition and development from the 1st grade of elementary school to the 3rd grade of junior high school: using the Inbody470 (body composition analyzer)." Japan Journal of Human Growth and Development Research 2020, no. 89 (2020): 22–32. http://dx.doi.org/10.5332/hatsuhatsu.2020.89_22.

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Jeong, Jun Su, and Hye Kyung Lee. "A Study on Factors Affecting Smartphone Addiction in Children and Adolescents: Focusing on the comparison between 4th-grade elementary school students and 1st-grade middle school students." Journal of Adolescent welfare 22, no. 4 (December 31, 2020): 211–41. http://dx.doi.org/10.19034/kayw.2020.22.4.08.

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Havrylenko, Tatiana. "THE ELEMENTARY SCHOOL EDUCATIONAL PROCESS INNOVATIONS IN UKRAINE (1991-2001)." Educational Discourse: collection of scientific papers, no. 9(11-12) (December 27, 2018): 42–57. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-4.

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It is argued that the educational process in elementary school in this period was innovative, namely: in the organization (transition to the semester education system, reducing the school year and increasing the length of the holidays; restructuring the school week, reducing the lesson’s duration to 40 minutes, the opportunity to receive primary education in the individual form of education); in teaching methods (improvement and adaptation of traditional methods to new goals and content of primary education, distribution of the game, testing the method of art projects); in the forms of educating organization (a variety of lessons on the content, structure and methods of activity, the distribution of non-standard lessons, as well as excursions and competitions, the introduction of integrated lessons; the elimination of homework in the 1st class); in monitoring and evaluation (introduction of tests; introduction of final certification at the end of the year and since 2000 - state final certification for pupils of 3 (4) classes; transition to verbal evaluation in 1st class; transfer of all students to the next class regardless of the grades, which made it possible to eliminate the phenomenon of “repetition”; since 2001 - the introduction of a 12-point assessment system; the conclusion of the assessment for the behavior of the category of "mandatory").

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Byeonggon Min, 안현기, and Hiwon Yoon. "Developing the Reading and Writing Diagnosis Tools for the 1st and 2nd Grade Elementary School Students from Multicultural Family." korean language education research ll, no. 37 (April 2010): 313–46. http://dx.doi.org/10.20880/kler.2010..37.313.

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Jun, Mi Suk, and Moon Hwan Park. "Effects of STEAM Program Development and Application for the 1st Grades of Elementary School." Education of Primary School Mathematics 18, no. 2 (August 31, 2015): 91–106. http://dx.doi.org/10.7468/jksmec.2015.18.2.91.

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Maksymchuk, B., T. Branitska, I. Demchenko, O. Zharovska, M. Semko, L. Filonenko, M. Yuzyk, and I. Maksymchuk. "Elementary school teacher’s pedagogical work of health direction." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 63–70. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.12.

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The development of the Ukrainian democratic state requires the creation of a qualitatively new national education system in order to ensure revival of intellectual and spiritual potential of the Ukrainian people. Teacher’s personality formation in this aspect is a complex multifaceted process. Education is one of the main problems of theory and practice of pedagogical education. Pedagogical activity in the field of pupils’ physical education is a specific form of activity aimed at the realization by elementary school teacher as constructive, communicative, organizational and cognitive functions of his professional activity. Elementary school teacher’s pedagogical work is characterized by a variety of professional responsibilities, which every teacher must be able to perform in a qualified manner. It demands from a teacher of high focus on the qualitative solution of pedagogical tasks (improving, educational, and educative) in physical education of pupils and also ethical communication with pupils, colleagues on service, parents of pupils. Pedagogical work of physical culture teacher at elementary school in consists in ability to realize aims, to unleash tasks on physical education of pupils. General and aged tasks of physical education are highlighted. General tasks of physical education, such as "strengthening of pupils’ health", "versatile physical development" "hardening of pupils" pass through the whole process of physical education from the 1st to the 4th grade. Pedagogical technology of elementary school teacher reflects tactics of implementation for educational technologies, is based on knowledge of the regularities of functioning the system "teacher - environment - student" in certain conditions of study (individual, group, collective, mass, etc.). Common features and patterns of implementation for the educational process regardless of the specific educational discipline is inherent it. A teacher turns into a public figure responsible for each student during all years of his work at school, having realized the main directions of professional work - study, upbringing and development of pupils, ensuring diverse physical development of a child.

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Yamane, E. "Another Framework for the Scope and Sequence of Economic Education in Elementary Schools." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 194–207. http://dx.doi.org/10.2304/csee.1996.1.3.194.

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This paper, firstly, introduces and investigates various important frameworks for the scope and sequence of economic education in the USA and Japan. The author concludes that economic educators in the USA have never made a systematic economic education curriculum at the elementary schools. To the contrary, there were some unofficial economic education curricula at the elementary schools in Japan particularly in the 1960s. However, these unofficial curricula have some ideological biases and are exclusively based on Marxist economics. Secondly, this paper introduces the author's planning framework for the scope and sequence of economic education from the 1st grade to the 6th grade, based on the USA's scope and sequence of the basic economic concepts and the Japanese economic education curriculum theories.

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Yli-Piipari, Sami, Janne Santeri Kulmala, Timo Jaakkola, Harto Hakonen, Joseph Cole Fish, and Tuija Tammelin. "Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland." Journal of Physical Activity and Health 13, no. 4 (April 2016): 440–46. http://dx.doi.org/10.1123/jpah.2015-0335.

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Background:Schools are in a unique position to ensure that all students meet the current physical activity (PA) recommendations. This study aimed to examine 1st to 3rd grade elementary students’ accelerometer measured school day PA in the United States (U.S.) and Finland.Methods:The sample consisted of 200 students (107 girls, 93 boys; ages 6 to 8) and their school day PA was monitored with hip-worn ActiGraph GT3X+ accelerometers across a 5-day school week and the thresholds 100 and 2296 count per minute were used to separate sedentary time, light PA, and moderate-to-vigorous PA (MVPA).Results:On an average school day, students were engaged in MVPA for 20.0 min in the U.S. and 24.1 min in Finland. Students’ school-day MVPA was 9 to 16 minutes higher during physical education (PE) days compared with non-PE days (U.S: 25.8 vs. 16.6 min/day; Finland: 36.3 vs. 20.1 min/day). Girls had less MVPA and more sedentary time compared with boys in both samples.Conclusion:This study highlights both the role of PE and other school day physical activities in meeting PA guidelines. Policy measures are needed to change the structure of the school day and enhance PA to ensure that students meet the PA recommendations.

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Rosyid, Moh. "GERAKAN PEGON ERA KOLONIAL HINGGA ERA DIGITAL: STUDI KASUS DI MADRASAH IBTIDAIYAH DARUL ULUM NGEMBALREJO KUDUS." AULADUNA: Jurnal Pendidikan Dasar Islam 6, no. 1 (June 26, 2019): 67. http://dx.doi.org/10.24252/auladuna.v6i1a8.2019.

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AbstrakUlama Nusantara melakukan perlawanan terhadap kolonial dilatarbelakangi semangat jihad. Perlawanannya meluas hingga berbeda dalam berpakaian dan bentuk tulisan yang dikenal pego atau pegon. Penulisan pegon sejak era Sunan Ampel dan Syarif Hidayatullah yang dikembangkan oleh ulama generasi selanjutnya seperti K.H Ahmad Rifa’i dalam karyanya Kitab Tarjumah sehingga pegon mengalami dinamika. Riset tahun 2018 ini data diperoleh dengan observasi dan wawancara dengan deskriptif analisis dan pendekatan sejarah. Tujuan riset mengetahui dinamika penulisan/pembelajaran pegon era kolonial hingga millenial khususnya di kelas 1 MI Darul Ulum. Yayasan Pendidikan Islam Darul Ulum menaungi ponpes, Madin, PAUD, RA, MI, MTs, MA) di Desa Ngembalrejo, Kecamatan Bae, Kudus, Jawa Tengah. Hasil riset ini, pembelajaran mengenalkan pegon sejak kelas satu bertujuan (1) memudahkan pemahaman siswa terhadap tulisan Arab, (2) memahami muatan kitab pegon, dan (3) pada usia dewasa terasah kemampuan baca-tulis kitab kuning. Metode pembelajarannya dengan metode membaca dan menulis permulaan.AbstractDuring the colonial era, ulama (religious leader) of Nusantara fought against the Dutch in the name of jihad. The war was manifested also in the mode of fashion and script. The Ulama introduced Arabic script (pego/pegon) since the era of Sunan Ampel and Syarif Hidayatullah. It was then developed by KH Ahmad Rifai in his work Kitab Tarjumah. This research based on interview and literature review using descriptive qualitative analysis of historical approach. This research focused on the learning process of pegon in the 1st grade of MI Darul Ulum. Darul Ulum Foundation for Islamic Education was managing pesantren, Madrasah Diniyah, Pre-school, Kindergarten, Elementary, Junior and Senior High School in Ngembalrejo Village of Kudus. The school introduced pegon to their elementary students as early as the 1st grade by mean of reading and writing. It aims at: 1) introducing students to Arabic script, 2) preparing student to read book written in pegon, 3) preparing students to learn Kitab Kuning.

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Kustova, Irina A., Anna V. Starostina, Alexander V. Nikulin, and Elena V. Sedunova. "Adaptive work program of physical education lessons for elementary school students with disabilities." SHS Web of Conferences 97 (2021): 01029. http://dx.doi.org/10.1051/shsconf/20219701029.

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At the stage of the implementation of inclusive education into the country’s general education schools, many experts note that the teaching staff of schools is not ready to work with children with special educational needs. Lack of professional competencies affects the appearance of psychological barriers and professional stereotypes. Therefore, the purpose of the study was to develop an education program for physical education lessons for students with disabilities to increase their level of physical fitness. In the course of the study, the following methods were used: the method of literary source analysis, the method of examination, testing, pedagogical experiment, mathematical statistics. This article presents experimental material on the adaptive work program of physical education lessons for 1st grade students with disabilities. It describes various methods and means of teaching this category of schoolchildren, develops guidelines for the sections of the subject “Physical Education” taking into account the age-related characteristics of schoolchildren with pathologies. The positive results of the study suggest the effectiveness of this adaptive educational program. The study is practically significant as it can be used to conduct lessons for children with disabilities in order to facilitate learning and eliminate health problems identified by health care workers.

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Lee, Eunjoo, Hyejin Park, James Whyte, and Eunhoe Jeong. "Information and Communication Technology: Students' Health Education in 1st- to 6th-Grade South Korea Elementary Schools." Journal of School Health 83, no. 9 (July 23, 2013): 647–53. http://dx.doi.org/10.1111/josh.12077.

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Plourde, Marilyn, Pierre-Luc Gamache, Vincent Laflamme, and Simon Grondin. "Using Time-Processing Skills to Predict Reading Abilities in Elementary School Children." Timing & Time Perception 5, no. 1 (February 15, 2017): 35–60. http://dx.doi.org/10.1163/22134468-00002079.

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This article aims at examining the relationship between temporal skills and reading. According to Tallal, dyslexia may be linked to a global deficit in temporal processing, which would be detrimental for discrimination of phonemes, and thus impair reading acquisition. The temporal deficit hypothesis is not consensual, and the exact nature of the temporal deficits assumed to be associated with dyslexia remains unknown. The aim of the present experiment is to better define the temporal processes involved in reading. To do so, elementary school children from 1st to 6th grade with varied reading skills levels were recruited (from weak to very good readers). Each participant performed four temporal tasks, that is, gap detection, temporal order judgement, interval discrimination and interval reproduction; and each task was performed in two different conditions, i.e., with signals marking time delivered in the visual and in the auditory modalities. The results show positive correlations between reading skills and all temporal tasks, in both modalities. We also established a prediction model of reading skills with visual gap detection sensitivity as the best predictor. The results support Tallal’s theory. Temporal deficits in weak readers are global and transcend sensory modalities. The gap detection task in the visual modality shows clinical potential for identifying timing-related reading difficulties, and could be used in future research.

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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 (February 11, 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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Ester, Pilar, Isabel Morales, Álvaro Moraleda, and Vicente Bermejo. "The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers." Mathematics 9, no. 5 (March 6, 2021): 564. http://dx.doi.org/10.3390/math9050564.

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The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.

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Kim, Young-Jae, and Chanam Lee. "Built and Natural Environmental Correlates of Parental Safety Concerns for Children’s Active Travel to School." International Journal of Environmental Research and Public Health 17, no. 2 (January 14, 2020): 517. http://dx.doi.org/10.3390/ijerph17020517.

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This cross-sectional study examines built and natural environmental correlates of parental safety concerns for children’s active travel to school (ATS), controlling for socio-demographic, attitudinal, and social factors. Questionnaire surveys (n = 3291) completed by parents who had 1st–6th grade children were collected in 2011 from 20 elementary schools in Austin, Texas. Objectively-measured built and natural environmental data were derived from two software programs: Geographic Information Systems (GIS) and Environment for Visualizing Images (ENVI). Ordinal least square regressions were used for statistical analyses in this study. Results from the fully adjusted final model showed that bike lanes, the presence of highway and railroads, the presence of sex offenders, and steep slopes along the home-to-school route were associated with increased parental safety concerns, while greater intersection density and greater tree canopy coverage along the route were associated with decreased parental safety concerns. Natural elements and walking-friendly elements of the built environment appear important in reducing parental safety concerns, which is a necessary step toward promoting children’s ATS.

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김진구 and 박진이. "Exploring Peer Dynamics on Aggression and Social Status Types in a 1st Grade Elementary School Setting: A Longitudinal Social Network Analysis." International Journal of Early Childhood Education 24, no. ll (February 2018): 115–31. http://dx.doi.org/10.18023/ijece.2018.24..007.

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Kim, Daeseok, and Hoje Cho. "A Study on the Amplification of Art and Gymnastics Activities in the Curriculum of 1st and 2nd Grade of Elementary School." Korean Journal of Teacher Education 30, no. 1 (January 30, 2014): 21–38. http://dx.doi.org/10.14333/kjte.2014.30.1.21.

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Alifah, Faridahtul, Haris Supratno, and Desty Dwi Rochmania. "Indonesian Language Learning with Structural Analitic Sintetic (Sas) Method for 1st Grade Student in Brilliant Integrated Islamic Elementary School of Mojoagung." IJPSE : Indonesian Journal of Primary Science Education 1, no. 2 (April 26, 2021): 33–41. http://dx.doi.org/10.33752/ijpse.v1i2.1280.

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The focus in this research is learning Indonesian with Synthetic Analytical Structural (SAS) method. The main purpose of this research was to improve participant’s knowledge about Indonesian with SAS method. It used pretest and posttest to know the effect of SAS method in learning Indonesian and use the result as the main indicator. It used quantitative and qualitative research design. The subject of this research is the first grade students and teachers of SDIT Brilliant, Mojoagung, Jombang joining. There were two meetings conducted. The instruments used in each meetings was consisted of observation sheet of participants activity, study record, interview, and documentation. The researh showed that there was a significant effect of using SAS method to learn Indonesian on Tematic 5, subtheme 1, at the second meeting. It is shown from the pretest which get 70,2%, categorized as enough and the posttest get 85,8%, categorized as excellent. Based on the data, it can be concluded that learning Indonesian with SAS method have a good impact on students performance and it is proven with the good score as the outcomes. Keywords : Indonesian subjects, Synthetic Analytical Structural (SAS) method.

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Castagno, Victor Delpizzo, Anaclaudia Gastal Fassa, Manuel Augusto Pereira Vilela, Rodrigo Dalke Meucci, and Deiner Paulo Martins Resende. "Moderate hyperopia prevalence and associated factors among elementary school students." Ciência & Saúde Coletiva 20, no. 5 (May 2015): 1449–58. http://dx.doi.org/10.1590/1413-81232015205.02252014.

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Hyperopia is the most common refractive condition in childhood. There are few studies on moderate hyperopia and associated factors. This study aims to investigate the prevalence of moderate hyperopia and associated factors among school children. A cross-sectional study comprising 1,032 students attending 1st to 8th grades at two public schools was conducted in a Southern Brazilian urban area in 2012. Cycloplegia was used to examine both eyes and refractive error was measured through auto-refraction. A socioeconomic and cultural questionnaire was administered. Multivariable analysis was performed through Poisson regression. Moderate hyperopia prevalence was 13.4% (95% CI, 11.2-15.4) and 85% of these did not wear glasses. Age was inversely associated with moderate hyperopia, while female gender RP = 1.39 (95%CI, 1.02 - 1.90) and white skin RP = 1.66 (95%CI, 1.04 - 2.66) were risk factors for this outcome. This study makes progress in estimating mild and moderate hyperopia prevalence both by age range and specific age. It emphasizes how the lack of this condition being corrected in southern Brazil is a serious problem. It highlights the importance of detailing and characterizing the amount of time spent on close-range, long-range and outdoor activities.

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Nittrouer, Susan, Meganne Muir, Kierstyn Tietgens, Aaron C. Moberly, and Joanna H. Lowenstein. "Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades." Journal of Speech, Language, and Hearing Research 61, no. 10 (October 26, 2018): 2561–77. http://dx.doi.org/10.1044/2018_jslhr-h-18-0047.

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Purpose This study assessed phonological, lexical, and morphosyntactic abilities at 6th grade for a group of children previously tested at 2nd grade to address 4 questions: (a) Do children with cochlear implants (CIs) demonstrate deficits at 6th grade? (b) Are those deficits greater, the same, or lesser in magnitude than those observed at 2nd grade? (c) How do the measured skills relate to each other? and (d) How do treatment variables affect outcome measures? Participants Sixty-two 6th graders (29 with normal hearing, 33 with CIs) participated, all of whom had their language assessed at 2nd grade. Method Data are reported for 12 measures obtained at 6th grade, assessing phonological, lexical, and morphosyntactic abilities. Between-groups analyses were conducted on 6th-grade measures and the magnitude of observed effects compared with those observed at 2nd grade. Correlational analyses were performed among the measures at 6th grade. Cross-lagged analyses were performed on specific 2nd- and 6th-grade measures of phonological awareness, vocabulary, and literacy to assess factors promoting phonological and lexical development. Treatment effects of age of 1st CI, preimplant thresholds, and bimodal experience were evaluated. Results Deficits remained fairly consistent in type and magnitude across elementary school. The largest deficits were found for phonological skills and the least for morphosyntactic skills, with lexical skills intermediate. Phonological and morphosyntactic skills were largely independent of each other; lexical skills were moderately related to phonological skills but not morphosyntactic skills. Literacy acquisition strongly promoted both phonological and lexical development. Of the treatment variables, only bimodal experience affected outcomes and did so positively. Conclusions Congenital hearing loss puts children at continued risk of language deficits, especially for phonologically based skills. Two interventions that appear to ameliorate that risk are providing a period of bimodal stimulation and strong literacy instruction.

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Rahman, Budi, and Haryanto Haryanto. "PENINGKATAN KETERAMPILAN MEMBACA PERMULAAN MELALUI MEDIA FLASHCARD PADA SISWA KELAS I SDN BAJAYAU TENGAH 2." Jurnal Prima Edukasia 2, no. 2 (July 1, 2014): 127. http://dx.doi.org/10.21831/jpe.v2i2.2650.

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Penelitian ini bertujuan untuk meningkatkan keterampilan membaca siswa kelas I SDN Bajayau Tengah 2 Kecamatan Daha Barat Kabupaten Hulu Sungau Selatan. Penelitian ini merupakan penelitian tindakan kelas yang menggunakan desain model Kemmis & Taggart. Subjek penelitian adalah 18 siswa kelas I SDN Bajayau Tengah 2 tahun pelajaran 2013/2014. Teknik pengumpulan data yang digunakan adalah observasi, tes unjuk kerja. Instrumen yang digunakan adalah lembar pengamatan, soal tes unjuk kerja, dan lembar penilaian membaca. Data yang terkumpul dianalisis dengan teknik deskriptif. Hasil penelitian menunjukkan bahwa media flashcard dapat meningkatkan keterampilan membaca permulaan siswa kelas I SDN Bajayau Tengah 2. Peningkatan keterampilan membaca permulaan dapat dilihat dari nilai rata-rata sebelum diberi tindakan sebesar 59,7%, yang termasuk dalam kategori cukup; kemudian meningkat pada siklus I menjadi 71,3%, yang termasuk dalam kategori baik; kemudian meningkat lagi pada siklus II menjadi 90,7%, yang termasuk dalam kategori baik sekali. _______________________________________________________________________________________________________________________________________________________________________________________________________ IMPROVING EARLY READING SKILL THROUGH FLASHCARD MEDIA IN 1STGRADE STUDENTS OF STATE ELEMENTARY SCHOOL (SDN) BAJAYAU TENGAH 2 ABSTRACT This study aims to improve the early reading skill of 1st grade students of State Elementary School (SDN) Bajayau Tengah 2, Daha Barat District, Hulu Sungai Selatan Regency. This study was classroom action research using Kemmis & Taggart model design. The subject was 18 1st grade students of SDN Bajayau Tengah 2 in 2013/2014. The data collection technique used was observation, performance test. The instrument used was observation sheets, performance test exercises, and reading assessment sheets. The data were analyzed using the descriptive technique. The result shows that flashcard media could improve the early reading skill of 1st grade students of SDN Bajayau Tengah 2. The improvement of the early reading skill could refer to the value evarage before the action was 59.7%, which is a fair category; then it increase to 71.3% in the first cycle, which is in a good category; then it increase to 90.7% in second cycle, which is in an excellent category. Keywords: early reading skill, flashcard media

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Naples, Lauren H., and Elizabeth D. Tuckwiller. "Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children." International Journal of Environmental Research and Public Health 18, no. 13 (June 29, 2021): 6947. http://dx.doi.org/10.3390/ijerph18136947.

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There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education.

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Munawaroh, Kunatun. "The Use of Video Media to Improve The Indonesian Language Learning Outcomes For Grade 1st Students." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (December 26, 2020): 1407. http://dx.doi.org/10.20961/shes.v3i3.46678.

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The purpose of this study was to improve student outcomes in Indonesian language subjects in grade 1 elementary schools using video media learning models. The research conducted was a Classroom Action Research (CAR) in two cycles, with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting is carried out a pre test and post test to determine the progress of students. In the first cycle students who completed after carrying out the post test were 70%. In the second cycle students who completed after carrying out the post test were 85%. These results indicate that the learning model with video media can improve the learning outcomes of grade 1 students at SDN 1 Tanggulanom, especially Indonesian language muples.

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Widianto, Riko, Haris Supratno, and Desty Dwi Rochmania. "The Effect of Audio Visual Media on Learning Achievement of 2nd Grade of Civics Education in Elementary Schools." IJPSE : Indonesian Journal of Primary Science Education 1, no. 2 (April 26, 2021): 42–52. http://dx.doi.org/10.33752/ijpse.v1i2.1278.

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The purpose of this study is to add insight into the pretest-posttest result with and without the use of audio visual media on Civics Education Learning outcomes. It is also to add insight on the influence of the use of audio visual media on Civics Education Learning outcomes in 2nd grade students of Menganto Public Elemetary School.This research is quantitative with pretest-posttest, non equivalent control group design. The sample in this study was students who were divided into two groups, namely the experimental class and the control class with 12 students each group. The results showed that there was a significant influence in the use of audio-visual media on the learning outcomes of theme 6, sub-topic 3, 1st learning, rules and regulations in the school environment material. The t-test results showed that the average pretest-posttest learning outcomes of the control class was 5.944 and the average pretest-posttest learning outcomes of the experimental class were 8.437. Based on the results of the average value, it is obtained that there is an increse of student achievement before and after using audio visual media in thematic learning.

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Klein, Kelsey E., Meredith Spratford, Alexandra Redfern, and Elizabeth A. Walker. "Effects of Grade and School Services on Children's Responsibility for Hearing Aid Care." American Journal of Audiology 28, no. 3 (September 13, 2019): 673–85. http://dx.doi.org/10.1044/2019_aja-19-0005.

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Purpose We investigated trends in hearing aid maintenance and assumption of responsibility for hearing aids in school-age children who are hard of hearing. Specifically, we examined the extent to which families own necessary hearing aid maintenance equipment, whether and by whom hearing aid maintenance tasks are being completed, and the effects of grade and receipt of an Individualized Education Program (IEP) or 504 plan on a child's assumption of responsibility for hearing aid care. Method Participants included 167 children who are hard of hearing in 1st to 4th grade. Caregivers reported whether the families owned various types of hearing aid maintenance equipment (listening tube, battery tester, and dri-aid kit) and who normally completes various hearing aid maintenance tasks. Information about children's audiological characteristics was also collected. Results Thirty-two percent of families reported not owning at least 1 piece of hearing aid maintenance equipment. Using a battery tester and performing a listening check were the maintenance tasks completed the least frequently, with 49% and 28% of caregivers reporting that these tasks are not completed regularly, respectively. Children's responsibility for hearing aid maintenance increased with grade. After controlling for maternal education and degree of hearing loss, children with an IEP or 504 plan took more responsibility for hearing aid maintenance tasks than children without these services. Conclusion Important hearing aid maintenance tasks, such as listening checks, are not completed regularly for many children, even when families own the necessary equipment. Ensuring that children who are hard of hearing have an IEP or 504 plan throughout elementary school may support self-advocacy and encourage children to take responsibility for their hearing aids, which may lead to more consistent hearing aid functioning.

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Bahng, Ihn-tae. "A Research Study on Chinese characters and Sinokorean words in Elementary School Textbooks - centered on Korean Language & Mathematics in 1st, 2nd Grade-." Han-Character and Classical written language Education 27 (November 30, 2011): 279–310. http://dx.doi.org/10.15670/hace.2011.27.1.279.

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Monteiro, Vanessa, and Graciette Matioli. "Implication of anthropometric profile and alimentary consumption on risk for diseases among school children in the 1st to 4th grades." Brazilian Journal of Pharmaceutical Sciences 46, no. 3 (September 2010): 445–54. http://dx.doi.org/10.1590/s1984-82502010000300007.

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This study aimed to determine the anthropometric profile and diet of 652 school children from the 1st to 4th grades of elementary education in six private schools in the city of Maringá, Paraná, Brazil. Children's weight and height were classified according to the Body Mass Index proposed by Must et al. (1991). Food consumption was evaluated by means of a questionnaire about daily food frequency. Statistical analysis was carried out using linear and logistic regression tests, with a significance level of 5%. High rates of overweight and obesity, 21.9% and 13.3% respectively, were observed, which did not show a significant relationship with total food consumption. The data obtained were: high consumption of foods rich in energy, such as sugar- and fat-rich foods, and insufficient consumption of low-energy foods that are sources of micronutrients, such as vegetables. It is necessary to enhance the promotion of good alimentary and health habits within schools to lower risk factors for developing diseases, as well as to develop and validate a questionnaire to reliably assess the diet of the infant population.

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Okano, Ryosuke. "A longitudinal study on the development of calcaneus bone strength：a case of one male subject observed from the 1st grade of elementary school to the 2nd grade of university." Japan Journal of Human Growth and Development Research 2015, no. 66 (2015): 63–70. http://dx.doi.org/10.5332/hatsuhatsu.2015.66_63.

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Lukášová, Hana, and Marie Pavelková. "Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research." Acta Educationis Generalis 7, no. 3 (December 20, 2017): 76–87. http://dx.doi.org/10.1515/atd-2017-0025.

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Abstract Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.

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Yılmaz, Aynur, and Şengül Pala. "Opinions related to play concept of children in early childhood." Pegem Eğitim ve Öğretim Dergisi 9, no. 3 (July 22, 2019): 945–78. http://dx.doi.org/10.14527/pegegog.2019.030.

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The aim of this study was to determine the play perceptions of children in early childhood. The study group consisted of four children (two preschoolers and two first graders) aged between 72 and 86 months. The study, designed in line with qualitative research approach, employed the phenomenological design. The data in the study were collected by means of photographs, drawing writing technique and semi-structured interview technique. In the analysis of the data, thematic and content analysis technique was used. The participants’ perceptions of play are explained under three themes. In this regard, the perception of play has been examined under the themes of “Structural Features of Play” including concepts such as competition, happening in a certain time and place, existence of rules, existence of action, performing individually or in group, focus on fun rather than learning; “Affective Features of Play” including concepts such as its inducing happiness/excitement and “Play in terms of Ethical Features” referring to features of sportsmanship and obedience to authority. In the study, it was found that while the pre-school children stated that they should have a toy to play, the elementary school 1st grade students stated that they do not need a toy to play. While the pre-school children argued that it was possible to play both inside and outside the school, the first grade students emphasized that play is not possible inside the class.

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Lee, Sang Ah, and In Wha Lee. "A Study on the Application of the 2015 Revised Korean Language Education Curriculum: Focusing on Hangeul Education in Elementary School 1st and 2nd grade." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 12 (June 30, 2019): 497–523. http://dx.doi.org/10.22251/jlcci.2019.19.12.497.

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Journal articles on the topic '1st grade of elementary school'

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