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Journal articles on the topic 'Health education (Elementary) Victoria'

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Author: Grafiati

Published: 10 December 2022

Last updated: 30 January 2023

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1

Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.

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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.

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Raden Sri Martini Meilanie, Winda Gunarti, and Astari Yaumil Hassan. "Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 162–71. http://dx.doi.org/10.21009/jpud.161.11.

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Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children. Keywords: early childhood education, parents’ perceptions, school readiness References: Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72(2), 167–180. https://doi.org/10.1177/000312240707200202 Araújo, L. A. de, Veloso, C. F., Souza, M. de C., Azevedo, J. M. C. de, & Tarro, G. (2021). The potential impact of the COVID-19 pandemic on child growth and development: A systematic review. Jornal de Pediatria, 97(4), 369–377. https://doi.org/10.1016/j.jped.2020.08.008 Atkinsonová, R. L., Atkinson, R. C., SMITH, E. E., Herman, E., Bem, D. J., & Petržela, M. (1995). Psychologies. Victoria Publishing. https://books.google.co.id/books?id=Tj9OAAAACAAJ Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17). https://doi.org/10.3390/ijerph17176371 Benner, A. D., & Mistry, R. S. (2020). Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens. Child Development Perspectives, 14(4), 236–243. https://doi.org/10.1111/cdep.12387 Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699 Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and Behavioral Impact of COVID-19 in autism spectrum disorder: An Online Parent Survey. Brain Sciences, 10(6). https://doi.org/10.3390/brainsci10060341 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Cushon, J. A., Vu, L. T. H., Janzen, B. L., & Muhajarine, N. (2011). Neighborhood Poverty Impacts Children’s Physical Health and Well-Being Over Time: Evidence from the Early Development Instrument. Early Education and Development, 22(2), 183–205. https://doi.org/10.1080/10409280902915861 Duncan, R. J., Duncan, G. J., Stanley, L., Aguilar, E., & Halfon, N. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287–300. https://doi.org/10.1016/j.ecresq.2020.05.009 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family Nursing: Research, Theory & Practice. Prentice Hall. https://books.google.co.id/books?id=mkBtAAAAMAAJ Gobbi, E., Maltagliati, S., Sarrazin, P., di Fronso, S., Colangelo, A., Cheval, B., Escriva-Boulley, G., Tessier, D., Demirhan, G., Erturan, G., Yüksel, Y., Papaioannou, A., Bertollo, M., & Carraro, A. (2020). Promoting Physical Activity during School Closures Imposed by the First Wave of the COVID-19 Pandemic: Physical Education Teachers’ Behaviors in France, Italy and Turkey. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249431 Griffith, A. K. (2020). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence. https://doi.org/10.1007/s10896-020-00172-2 Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 102515. https://doi.org/10.1016/j.ijedudev.2021.102515 Jandrić, P. (2020). Postdigital Research in the Time of Covid-19. Postdigital Science and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8 Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E., & Lewis, K. (2020). Initial findings on students’ reading and math achievement and growth. 12. Maldonado, J. E., & De Witte, K. (2022). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754 McDowell, K., Jack, A., & Compton, M. (2018). Parent Involvement in Pre-Kindergarten and the Effects on Student Achievement. The Advocate, 23(6). https://doi.org/10.4148/2637-4552.1004 Nevid, J. S. (2012). Psychology: Concepts and Applications. Wadsworth Cengage Learning. https://books.google.co.id/books?id=TpxZXwAACAAJ Skulmowski, A., & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212–216. https://doi.org/10.1002/hbe2.201 Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223, 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020

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Hanley, Betty. "Music Teacher Education: New Directions." British Journal of Music Education 10, no. 1 (March 1993): 9–21. http://dx.doi.org/10.1017/s026505170000139x.

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Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and assessment. Excerpts from student reflections illustrate some of the learning which occurred.

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Kunqi, Wang. "The Moral Education Function and Path Choice of Art Education in Elementary Education." Tobacco Regulatory Science 7, no. 6 (November 3, 2021): 5570–85. http://dx.doi.org/10.18001/trs.7.6.45.

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Objectives: Since the 21st century, the cultivation of talents has shifted from the "core of knowledge" to the "core of literacy", which is also an emphasis on and attention to the core literacy of students. The elementary education policy represents an important measure in China's comprehensive quality education, and it puts forward higher requirements on the content and evaluation standards of basic art education. Ideological and moral education has always been highly valued in China. Moral education courses are compulsory public courses for students from elementary school to middle school across the country. The contradiction between the development and prosperity of moral education and the ideological and moral problems of students in the compulsory education stage is thought provoking. It is imperative to reform the existing moral education work. Giving full play to the moral education function of art education in elementary education is a popular and effective way for students in elementary and middle schools. The significance of this article's research on the moral education function of art education in elementary education is to infiltrate the moral education of art education, cultivate sentiments, improve students' aesthetic ability, cultivate students' artistic qualities and innovative thinking, to cultivate all-round development of people.

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Bansal, R. "Elementary education and its impact on health." BMJ 318, no. 7177 (January 16, 1999): 141. http://dx.doi.org/10.1136/bmj.318.7177.141.

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6

Happell, B. "Comprehensive nursing education in Victoria: rhetoric or reality?" Journal of Psychiatric and Mental Health Nursing 8, no. 6 (December 2001): 507–16. http://dx.doi.org/10.1046/j.1365-2850.2001.00418.x.

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Ryan, Prof Dr Thomas, and Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.

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The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education

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Widjaja, Wanty, and Colleen Vale. "COUNTEREXAMPLES: CHALLENGES FACED BY ELEMENTARY STUDENTS WHEN TESTING A CONJECTURE ABOUT THE RELATIONSHIP BETWEEN PERIMETER AND AREA." Journal on Mathematics Education 12, no. 3 (September 4, 2021): 487–506. http://dx.doi.org/10.22342/jme.12.3.14526.487-506.

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One pedagogical approach to challenge a persistent misconception is to get students to test a conjecture whereby they are confronted with the misconception. A common misconception about a ‘direct linear relationship’ between area and perimeter is well-documented. In this study, Year 4-6 students were presented with a conjecture that a rectangle with a larger perimeter will always have a larger area. Eighty-two (82) students’ written responses from three elementary schools in Victoria, Australia were analyzed. The findings revealed that Year 4-6 students could find multiple examples to support the conjecture but they struggled to find counterexamples to refute the conjecture. The findings underscored the importance of developing elementary school students’ capacity to construct counterexamples and recognize that it is sufficient to offer one counterexample in refuting a conjecture about all cases. Implications for teaching practice to support investigating and testing a conjecture are discussed.

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McKenzie, Thomas L., and David Kahan. "Physical Activity, Public Health, and Elementary Schools." Elementary School Journal 108, no. 3 (January 2008): 171–80. http://dx.doi.org/10.1086/529100.

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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.

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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

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Sellers, Eileen T. "EDUCATION FOR REGISTERED NURSE MIDDLE MANAGERS IN RURAL VICTORIA." Australian Journal of Rural Health 4, no. 4 (November 1996): 254–61. http://dx.doi.org/10.1111/j.1440-1584.1996.tb00220.x.

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Robinson, Daniel B., Vikki MacLaughlin, and Jason Poole. "Sexual health education outcomes within Canada’s elementary health education curricula: A summary and analysis." Canadian Journal of Human Sexuality 28, no. 3 (November 1, 2019): 243–56. http://dx.doi.org/10.3138/cjhs.2018-0036.

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Ballard, Danny J., David M. White, and Mary A. Glascoff. "AIDS/HIV Education for Preservice Elementary Teachers." Journal of School Health 60, no. 6 (August 1990): 262–65. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05930.x.

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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.

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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

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Happell, Brenda. "Psychiatric/Mental Health Nursing Education in Victoria, Australia: Barriers to Specialization." Archives of Psychiatric Nursing 20, no. 2 (April 2006): 76–81. http://dx.doi.org/10.1016/j.apnu.2005.08.011.

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Baylor, Susan. "Promoting Community Health Nursing Education Through an Elementary School Health Fair." NASN School Nurse 24, no. 5 (August 3, 2009): 216–18. http://dx.doi.org/10.1177/1942602x09342256.

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Thackeray, Rosemary, Brad L. Neiger, Heidi Bartle, Susan C. Hill, and Michael D. Barnes. "Elementary School Teachers' Perspectives on Health Instruction: Implications for Health Education." American Journal of Health Education 33, no. 2 (April 2002): 77–82. http://dx.doi.org/10.1080/19325037.2002.10609420.

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Jung, Young-Hee, Yeon-Hee Choi, and Na-Young Kim. "Perception and Satisfaction with Health Education of Elementary Students." Journal of Korean Public Health Nursing 26, no. 1 (April 30, 2012): 16–27. http://dx.doi.org/10.5932/jkphn.2012.26.1.016.

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Gabbard, Carl. "Health-Related Fitness: Curricular Formats for Elementary Physical Education." Strategies 3, no. 3 (January 1990): 14–18. http://dx.doi.org/10.1080/08924562.1990.10591720.

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Norton, Philippa A., Grace A. Falciglia, and Meg Wagner. "Status of Nutrition Education in Ohio Elementary Schools." Journal of Nutrition Education 29, no. 2 (March 1997): 92–97. http://dx.doi.org/10.1016/s0022-3182(97)70161-4.

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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.

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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190 Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4 Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253 Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1 Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114 Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002 Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371 Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202 Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011 Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793 Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58. Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137 Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

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Price, James H., Judy Murnan, Amy J. Thompson, Joseph A. Dake, and Susan K. Telljohann. "Elementary School Teachers' Involvement in Firearm Safety Education." Journal of School Health 75, no. 3 (March 2005): 105–11. http://dx.doi.org/10.1111/j.1746-1561.2005.tb06650.x.

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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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Hřivnová, Michaela. "Standards for elementary education - Health education and its evaluation in an educational setting." e-Pedagogium 18, no. 1 (March 1, 2018): 87–101. http://dx.doi.org/10.5507/epd.2018.009.

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Carter, Jo A., and Amelia M. Lee. "Preactive Planning and Conceptions of Success in Elementary Health Education." Journal of School Health 59, no. 1 (January 1989): 13–17. http://dx.doi.org/10.1111/j.1746-1561.1989.tb04642.x.

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English, Jill. "Innovative Practices in Comprehensive Health Education Programs for Elementary Schools." Journal of School Health 64, no. 5 (May 1994): 188–91. http://dx.doi.org/10.1111/j.1746-1561.1994.tb03296.x.

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Colwell, Brian, Maia Forman, Danny E. Ballard, and Dennis W. Smith. "Opinions of Rural Texas Parents Concerning Elementary School Health Education." Journal of School Health 65, no. 1 (January 1995): 9–13. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03330.x.

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Detert, Richard A., C. Bradley, Jay V. Schindler, Barbara J. Pretasky, and J. Leslie Oganowski. "The Wisconsin Elementary Health Education Pilot Project: Introduction and Overview." Journal of Health Education 27, no. 2 (April 1996): 68–72. http://dx.doi.org/10.1080/10556699.1996.10603171.

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Brown, Regina N., Diana H. Gruman, and Lucy L. Purgason. "Ecosystemic Advocacy for Elementary Mental Health." Professional School Counseling 26, no. 1a (March 2022): 2156759X2210867. http://dx.doi.org/10.1177/2156759x221086730.

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Systemic inequity in education compels school counselors to widen their scope of advocacy beyond their local school environment. Fortunately, the tools of evidence-based, data-driven school counseling can be scaled up to influence change in larger systems. We present an advocacy project undertaken by an elementary school counselor who was alarmed by a significant increase in children’s mental health concerns. She initiated a state-wide survey of school counselors that revealed a dire need for mental health support at the elementary level. Using an ecological framework, we report on the data-driven advocacy actions she pursued to raise awareness of the serious concerns of young students across her state.

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Lau, F., E. Borycki, D. Protti, and A. Kushniruk. "The School of Health Information Science at the University of Victoria: Towards an Integrative Model for Health Informatics Education and Research." Yearbook of Medical Informatics 15, no. 01 (August 2006): 159–65. http://dx.doi.org/10.1055/s-0038-1638477.

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SummaryThere is an increasing need for well qualified health informatics practitioners and for educational programs that produce them. Since 1981, the School of Health Information Science at the University of Victoria has delivered a range of educational programs in health informatics. The School’s objective has been to produce graduates who can assume a range of roles in health informatics, including managers, developers, researchers and evaluators of health care systems.The approach taken by the School has been to provide an integrated “holistic” approach to health informatics education that balances both theory and practice. The curriculum has emphasized interdisciplinary skills and has been based on a process of consultation with key stakeholders in both industry and academia. In addition, several new distance collaborative models for health informatics education (including a distributed MSc degree program) have been recently initiated through the University of Victoria with collaborating Canadian universities.To date, graduates of the programs offered have become highly sought after, with the demand for graduates of the programs continually exceeding the number of graduates.The core undergraduate curriculum has recently been undergone refinement to include training in new emerging areas of health informatics. In addition, a distributed MSc program has been successfully initiated by the School, currently with 23 students participating from dispersed geographical locations across Canada. The School of Health Information Science at the University of Victoria has been involved in providing unique interdisciplinary education in health informatics for over twenty years. The School continues to maintain its emphasis on integrated education, refining its curriculum and moving into new areas such as distance education and cross-Canadian collaborations.

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Conn-Powers, Michael C., Jane Ross-Allen, and Susan Holburn. "Transition of Young Children into the Elementary Education Mainstream." Topics in Early Childhood Special Education 9, no. 4 (January 1990): 91–105. http://dx.doi.org/10.1177/027112149000900409.

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AMATO, CHRISTINE. "Freedom Elementary School and Its Community." Remedial and Special Education 17, no. 5 (September 1996): 303–9. http://dx.doi.org/10.1177/074193259601700506.

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Special education is often a fragmented service delivery system not usually well integrated into the total school community. this isolation has contributed to overreferral to special education. a major state effort is now under way to link an ongoing state school restructuring initiative (every student succeeds) with a localized, child-family services integration initiative (healthy start). the result of this effort is a series of reform processes that essentially restructure the entire culture of the community of the school. this article reviews the processes involved in a 3-year demonstration of one example of this linkage of two major reform processes in california. these processes include redefinition of professional and parental roles and perceptions, adjustments in the nature of professional and administrative relationships with children and their families, and alternative approaches by the school and community agencies in the day-to-day operations of providing support and service functions. these processes are described in the context of a case study of a student who was referred for special education. after 3 years of coordinated interventions at the school site, the child no longer warranted a special education label and is currently performing above grade level in all academic subjects.

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SMITH, BARBARA J. "Early Childhood Education and the Elementary School Principal." Journal of Early Intervention 16, no. 3 (July 1992): 289–90. http://dx.doi.org/10.1177/105381519201600309.

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Li, Dong. "Music Therapy in Mental Health and Emotional Diversion of Primary and Secondary School Students." Occupational Therapy International 2022 (July 8, 2022): 1–12. http://dx.doi.org/10.1155/2022/8370682.

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The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study’s curriculum on elementary school students’ positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

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Song, Kyoung Hwa. "Experience story of implementation of health education curriculum for elementary school health teachers." Journal of Narrative and Educational Research 5, no. 3 (December 31, 2017): 29–59. http://dx.doi.org/10.25051/jner050302.

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Holahan, Gail Grigg, Jacqueline McFarland, and Beverly A. Piccillo. "Elementary School Science for Students with Disabilities." Remedial and Special Education 15, no. 2 (March 1994): 86–93. http://dx.doi.org/10.1177/074193259401500204.

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This paper reviews science curriculum issues surrounding the education of children with disabilities. Our nation's leadership has expressed serious concern regarding the role of science and mathematics in the education of our children, and children with disabilities cannot be excluded from this interest. we explore the background of science education for children with disabilities and examine three curricula designed especially for children with disabilities: Biological Science Curriculum study, full option science system, and science for all children.

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Katayama, Ai. "Death Education Curriculums for Elementary Schools in Japan." Illness, Crisis, & Loss 10, no. 2 (January 4, 2002): 138–53. http://dx.doi.org/10.1177/1054137302010002004.

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Katayama, Ai. "Death Education Curriculums for Elementary Schools in Japan." Illness, Crisis & Loss 10, no. 2 (April 2002): 138–53. http://dx.doi.org/10.1177/105413730201000204.

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Compared to thirty years of death education in the United States, death education in Japan became widely acknowledged among educators in elementary schools at the beginning of the 1990s. In Japanese curriculums, life-related issues suchas the beginning of life, growth, and the importance of life were more likely to be discussed, although they held the avowed purpose of preparing elementary-age children for loss experiences. Death education supported the development of healthy attitudes and understandings about life and death issues in order for the young to lead happy lives and avoid self-destructive behaviors. Although death education revealed a strong positive potential in contributing to children's lives, death still remained a difficult topic for educators to discuss with children. Many educators in Japan were not properly prepared to address death in their classrooms. Further research on death education should investigate support for children relating to the type of crises they might encounter in society.

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Kang, Taehwan. "Art Education through Three-Dimensional Art: The Possibility of Art Play." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 751–63. http://dx.doi.org/10.33645/cnc.2022.9.44.9.751.

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This paper examines the trend of elementary art education through three-dimensional art, and examines the expansion and possibility of elementary art education through the possibility of art play that can arouse interest and interest, not merely an educational infusion-type education. In the contemporary elementary art, experience, expression, and appreciation are emphasized, and the interest and interest of learners and children is emerging as an important factor. Through this, we investigated the possibility of understanding contemporary art from various angles and three-dimensionality and communicating through all the senses of the body as well as simply visual elements in art appreciation and experience. Through elementary art education, the development of creativity that can understand objects and objects that are closely related to our daily lives as aesthetic objects and implement them as works is meaningful in this study in that children can apply expanded thinking not only in art but also in other fields.

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Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.

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Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.

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Reca, Reca, Rosmawati Rosmawati, and Ni Ketut Nuratni. "DENTAL HEALTH EDUCATION INFLUENCE ON KNOWLEDGE AND DENTAL ORAL HEALTH STATUS IN ELEMENTARY GRADERS." Dentino : Jurnal Kedokteran Gigi 7, no. 2 (October 28, 2022): 133. http://dx.doi.org/10.20527/dentino.v7i2.14619.

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Background: Children at age 10 – 12 is in a period of attention for their dental health. The simplest possible technique for the model to teach tooth brushing is indispensable. Purpose: This study’s purpose is to analyse Dental Health Education influence on the knowledge and Oral Health Index Simplified (OHIS) status of children in elementary school. Method: This study utilized quasi-experimental research. The purposive sampling was used to determine students as much as 60 became the subject of this research and divided every 30 students into an intervention group from SDN 33 and a control group (SDN 3) in the Banda Aceh city. Paired sample and independent t-test were used to analyse the quantitative data results. Results: The result of the mean value of knowledge and dental and oral hygiene status (OHIS status) of students in the pre-test in the intervention group and the control group shows p more than 0. 05. But there is a change in the mean value of knowledge and OHIS status after dental health education (DHE) was carried out in the intervention group (SDN 33) which is statistically significant (p<0.05). Meanwhile, in the control group, the p-value for OHIS status is p>0.05. There are also differences in knowledge and OHIS status of the intervention group compared to the control group, shown by a p-value of less than 0.05. Conclusion: Better change in knowledge and OHIS status prevailed after performing DHE for the elementary grades. Keywords: Dental Health Education (DHE), Elementary, Knowledge, OHIS

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Trivena, Trivena, Hakpantria Hakpantria, and Reni Lolotandung. "Technological Knowledge (TK) of Elementary School Teacher Education Program Students in Elementary Science Learning." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 2175–81. http://dx.doi.org/10.33487/edumaspul.v6i2.4562.

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Teaching is a component of the success of education. Technological knowledge (TK) or technological knowledge, which is one of the frameworks of technological pedagogical content knowledge (TPACK), is knowledge that students possess in order to be able to transmit or impart content to facilitate understanding for students. The aim of this study was to identify the kindergarten students of prospective primary school teachers in elementary science learning. This study uses a descriptive type of research with a quantitative approach. The research population are the students of the UKI Toraja Elementary School Teacher Education Class of 2019. While the research sample consists of students who have taken the courses Introduction to School Fields, Science Learning Development, and Computer Applications, there are no less than 72 respondents. The instrument used is an instrument developed from the research of Akyuz, Desstya, and Mishra, tested for validity and reliability and specially designed for the elementary school level. Data processing is done using the Microsoft Excel application, where the collected data is then searched for the average score per indicator and category. The results of the study showed that the average overall TK of the primary school teacher candidates in elementary science instruction was 7,3. From these results, it can be concluded that the kindergarten teacher candidates for primary school are classified as "high" in science lessons.

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Goodwin, Laura D., William L. Goodwin, and Jan L. Cantrill. "The Mental Health Needs of Elementary Schoolchildren." Journal of School Health 58, no. 7 (September 1988): 282–87. http://dx.doi.org/10.1111/j.1746-1561.1988.tb02317.x.

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Cristina de Moraes, Ana, Alessandra Crystian Engles dos Reis, Rosa Maria Rodrigues, Solange Fatima Reis Conterno de, Karen Peres Hernandes, Larissa Fungueto, and Tamara Tasca Faller. "Health in School Program in elementary municipal and state education institutions." O Mundo da Saúde 42, no. 3 (July 30, 2018): 782–806. http://dx.doi.org/10.15343/0104-7809.20184203782806.

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Drott, Patricia M. "Utilizing Undergraduate Nursing Students to Provide Health Education in Elementary Schools." Journal of School Health 71, no. 5 (May 2001): 201–3. http://dx.doi.org/10.1111/j.1746-1561.2001.tb07318.x.

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Jog, Shonali. "Utilizing undergraduate nursing students to provide health education in elementary schools." Journal of Physical Therapy Education 19, no. 2 (2005): 67. http://dx.doi.org/10.1097/00001416-200507000-00009.

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Matson, Kelly Lynn, Katherine Kelly Orr, Caitlin Marino, and Lisa Cohen. "The Effect of a Student Pharmacist Directed Health-Education Program for Elementary-School Children." INNOVATIONS in pharmacy 10, no. 4 (November 4, 2019): 6. http://dx.doi.org/10.24926/iip.v10i4.1457.

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Objective: The primary objective of this study was to measure the effect of an annual student pharmacist led elementary-school health education program by assessing children’s comprehension of educational sessions. Secondary objectives were to evaluate student pharmacists’ knowledge of health-related topics and practice skills. Methods: Student pharmacists led interactive learning sessions for elementary school students on nutrition, physical activity, summer safety, hygiene, medication safety, and tobacco prevention. Pre- and post-intervention surveys were administered to measure change in knowledge of health promotion and healthy lifestyles. Student pharmacists also completed pre- and post-health education intervention surveys to measure change in self-perception of knowledge, confidence, and practice application of health-related topics and practice skills. Results: Three-hundred and four elementary school children participated in the study with significant knowledge improvements observed in medication safety and tobacco prevention. Twenty-five student pharmacists completed surveys, resulting in a collective self-improvement in each area measured. Conclusion: Interactive educational sessions led by student pharmacists have a positive impact on elementary school children’s knowledge. Student pharmacists also demonstrated professional growth through increased knowledge, confidence, and communication skills in interacting with pediatric populations. Practice Implication: A co-curricular educational activity allowed student pharmacists to promote health and wellness to elementary students, a Healthy People 2020 goal, while also providing an opportunity to develop professional skills for future practice with pediatric patients. Article Type: Original Research

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Sudiana, I. Ketut, N. Adiputra, and Putu Budi Adnyana. "Development of Health Integrative Thematic Textbooks (Batik) To Provide Health Education in Elementary Schools." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (March 11, 2020): 256. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.24103.

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This research aims to develop health integrative thematic textbooks (BATIK). The method used is the Research and Development model of Borg & Gall. Based on the research, it obtained that integrated health education material in accordance with the PHBS indicator of school. Integration using two patterns, explicitly through the subtitle "Ayo Lakukan Hidup Bersih dan Sehat", and implicitly integrated into the text, the use of children's songs and illustrated images that contain of health education. The BATIK assessment at the validation and readability stage obtained the following results: (1) validation by experts obtained very good, (2) validation by elementary school teachers obtained very good, (3) a one to one evaluation readability test obtained good, and (4) a small group evaluation readability test obtained very good. Based on the results of the validation and readability test, it shows that the quality of BATIK is good so it is suitable to be used in thematic learning in elementary schools.

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Rodd, Jillian, and Annette Holland. "Diversity and Choice: The Strengths of Parent Education in Victoria." Children Australia 14, no. 4 (1989): 10–11. http://dx.doi.org/10.1017/s0312897000002447.

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Participation in parent education appears to be becoming more acceptable and legitimate for many Victorian parents over the past decade. The experience of parenting or ‘being a parent’ has been recognised as potentially confusing and difficult for many adults (Allen and Schultz, 1987: 14). In response to parents' perceived difficulties and expression of need for assistance with the parenting role, professionals who work with children and families have devised a diverse range of approaches to working with parents from informal, often unstructured, individualised, needs based reading and/or discussion type programs to the more formal and structured approaches which employ the often imported pre packaged programs with groups of parents in a variety of settings. Although little systematic information is available concerning the basis and nature of the burgeoning parent education programs currently operating in Victoria, Allen and Schultz (1987) described the current status of parent education in Australia as diverse in theoretical orientations, emphases, topics and settings. However, it appears that many programs currently operating cannot be described as systematic and theoretically based. Fine (1980: 5) defined parent education as “instruction on how to parent” and argued that this definition properly applies to organised, structured programs rather than to more informal discussions.

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Ihwanto, Nur, and Mashud Mashud. "Game Based Learning in Physical Education Sport and Health Subject." TEGAR: Journal of Teaching Physical Education in Elementary School 5, no. 1 (October 31, 2021): 10–18. http://dx.doi.org/10.17509/tegar.v5i1.34905.

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The purpose this article review was to examine and analyze suitable learning methods for students aged 6 to 12 years in Elementary School to improve their learning outcomes in learning Physical Education Sports and Health subjects. The reviewed articles were selected from Google Scholar database published in the last 10 years. The research question and journal search employed PICO method, while the PRISMA flow chart was used to identify articles through data filtering and extraction process. Of 113 downloaded articles, the remaining 12 articles were the final results passing the screening and extraction process. The articles were then analyzed for discussion. Learning Physical Education Sports and Health using game-based method is compatible with the character of students aged 6 to 12 years in Elementary School level and has succeeded in improving student learning outcomes and increasing their motivation to participate in learning.

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