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This study investigated relationships among home reading practices, shared book reading (SBR) behaviors, and child literacy outcomes in young children with cochlear implants in Baltimore, Maryland. Parents (N =18) completed a home reading questionnaire and recorded themselves reading books with their children at home. Shared book reading sessions were coded for interactive reading behaviors. Children's early language skills and literacy skills were also assessed. We explored variability in these behaviors with regard to demographic characteristics and type of book; these exploratory analyses revealed that parents used more literacy teaching techniques when reading the wordless picture book and that parent interaction and engagement and literacy teaching techniques were more frequent with younger children than with older children. While many families frequently used interactive reading behaviors, our analysis did not find significant relationships between the parent behaviors and children's literacy scores. However, there was an interaction between the amount of reading and cochlear implant experience such that more cochlear implant experience was associated with better reading outcomes only for the group of children who received more reading time. In a sample of young children with cochlear implants, reading time, cochlear implant experience, and child language skills were better predictors of reading outcomes than parents' frequency of SBR behaviors alone. [ABSTRACT FROM AUTHOR]

This study examined the effects of peers' civic‐mindedness on elementary school students' civic‐mindedness. Raising civic‐minded and socially responsible adolescents has become a focus of attention in many countries in recent years. This study used fourth‐grade elementary school panel data from the Seoul Education Longitudinal Survey 2010, identifying causality based on fixed effects and instrumental variable estimation from students' random classroom assignment. Results showed that the high civic‐mindedness among classmates increased students' own civic‐mindedness. Based on these findings, implications for adolescent education are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Hoarseness and voice problems are one of the chronic conditions experienced by children. The aim of this study was to investigate the prevalence of hoarseness, possible risk factors and effects of the remediation of school buildings to the prevalence of hoarseness among school children. Methods: The material was gathered from all the schools in a large city in the south of Finland and the collection method used was an e-mail survey sent to the parents of the pupils and a simultaneous survey sent to the personnel in the schools. Results: All 51 schools participated, and 5889 pupils returned the questionnaire (39%). The exposure data was obtained from two building experts who knew the repair history of the schools. A subjective estimation of the quality of the indoor air was obtained from teachers and the parents. The overall prevalence of hoarseness among pupils was 6.3%; prevalence being higher in unrepaired school buildings than in schools in a good condition or buildings with a thorough remediation. Hoarseness was associated with asthma and allergies, several respiratory symptoms, and respiratory infections. Exposure to tobacco smoke increased the risk, and consumption of caffeine containing drinks seemed to reduce the risk. Noise, stuffiness of the indoor air and microbial smells correlated strongly with the occurrence of hoarseness in a logistic regression model when controlled for age, gender, asthma, passive smoking, and caffeine consumption. Conclusions: We recommend renovations in school buildings with the aim of providing better acoustics, sufficient ventilation, and a reduction in exposure to moisture damage microbes. [ABSTRACT FROM AUTHOR]

Although parental psychological control has been well-documented as a significant predictor of social anxiety among adolescents, few studies examine how changes in parental psychological control and adolescent social anxiety are reciprocally related at the within-person level, especially in Chinese culture. This longitudinal study examined reciprocal relations between parental psychological control and social anxiety, and the potential mediating role of self-concept clarity, by disentangling between- and within-person effects. A total of 4731 students (44.9% girls; Mage = 10.91 years, SD = 0.72) participated in a four-wave longitudinal study with 6-month intervals. Results from random intercept cross-lagged panel modeling indicated that parental psychological control directly predicted social anxiety, and vice versa. Parental psychological control indirectly predicted social anxiety via self-concept clarity, and social anxiety also indirectly predicted parental psychological control via self-concept clarity. These findings reveal a vicious cycle of mutual influence between parental psychological control and adolescent social anxiety in Chinese youth, and highlight the crucial role of self-concept clarity in the interplay between parenting and adolescent social functioning. [ABSTRACT FROM AUTHOR]

Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well. [ABSTRACT FROM AUTHOR]

Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading comprehension, vocabulary and oral language, and fluency with expository and narrative texts. The skills assessed with the CFOL are designed to provide information about skills related to students' comprehension difficulties so educators can better target comprehension interventions to support students' specific learning needs. [ABSTRACT FROM AUTHOR]

Child and family routines were significantly disrupted by the COVID-19 pandemic stay-at-home orders, leaving individuals isolated from school, work, and peer networks. This work examines how social support from family/friends and systems was connected to associations between parental stress and child behavior problems. Data was collected between January and March of 2021 from 195 parents of children in elementary school who were primarily in remote learning due to the pandemic. Hierarchical linear regression models indicated that younger child age and child gender were associated with parental stress in step 1; only child age remained significant when child behavior problems were added. Support from family, but not external systems, attenuated associations between child characteristics and behavior on parental stress, though child behavior problems remained consistent with parental stress even when support was present. Exploring parental stressors and investing in support networks may protect children and families from immediate and ongoing challenges. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examined the effectiveness of e-learning in flexible learning and its impact on students' academic performance in selected public elementary schools in Manila for the 2021-2022 school year. It found that most teachers were aged 31-40, female, married, held a bachelor's degree, and had less than ten years of teaching experience. Elearning was found to be highly effective in lesson delivery, participation, and discourse but moderately effective in virtual learning and critical analysis. Students' academic performance was outstanding in video conferencing/teleconferencing and very satisfactory in other areas like science investigation, weather reporting, discussion boards, and science journals/news. A significant relationship was identified between e-learning effectiveness and students' academic performance (Pearson-r = 0.84). Teachers faced challenges such as excessive paperwork, expensive professional development, and schedule conflicts. Recommended solutions include reducing paperwork, providing free training, enhancing support from school heads, promoting parent involvement, and securing electronic gadgets for students. Overall, teachers were effective in using e-learning for flexible learning, positively impacting students' academic performance, though addressing these challenges is essential for further improvement. [ABSTRACT FROM AUTHOR]

Background: Dental caries is a major, multifactorial oral condition that causes the demineralization of tooth enamel and impacts approximately half of the world's child population. This study aimed to determine the prevalence of dental caries among school-going children aged 7 to 13 years in Kabul city. Methods: This descriptive cross-sectional study was conducted with 491 students aged 7 to 13 years in Kabul during the first half of 2019. A multistage cluster sampling method was used, in which educational zones, schools, and classes were selected. The data were collected using pre-structured questionnaires through face-to-face interviews and oral examinations of students using dental probes and mouth mirrors while adhering to infection control protocols. The collected data were analyzed using Statistical Package for Social Science version 21.0, and a p-value < 0.005 was considered as statistically significant. Results: The average age of the study participants was 9.9 ± 1.8 years. Boys made up approximately 45% of the participants, while 54.8% were girls. The overall prevalence of dental caries was 78.8%, with 62.1% in deciduous teeth and 42.8% in permanent teeth. Among students who did not brush their teeth, the prevalence of dental caries was 84.8%, compared to 81.7% for those who brushed once daily, 78.7% for those brushing twice daily, and 67.4% for those brushing three times daily (p = 0.022). About 10% of students had dental calculus, with a prevalence of 17.0% among those aged eleven and older, 10.0% among students aged nine to ten years, and 5.9% among students aged eight and younger (p = 0.006). Poor oral hygiene affected nearly one-third of the students, with 34.2% among boys and 30.9% among girls. Poor oral hygiene was more prevalent in students aged eight and younger (38.8%) compared to those aged eleven and older (25.9%) (p = 0.023). Conclusions: The prevalence of dental caries among students aged 7 to 13 years in Kabul schools was similar to that in most developing countries. The prevalence of dental calculus was greater among students aged eleven years and older. Over 99% of the students surveyed had not undergone any dental treatment. [ABSTRACT FROM AUTHOR]

This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children's disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included training teachers in the implementation of DBRC, setting specific behavioral goals for each student, and using the Direct Behavior Rating (DBR) to assess General Disruptive Behavior (GDB) and Specific Goal Behavior (SGB). The DBRC was implemented over 120 days, with daily monitoring and feedback provided to students. The results demonstrated a significant reduction in both variables. The data analysis was conducted using regression-based analyses and the Non-Overlap of All Pairs (NAP). This study confirms the effectiveness of DBRC in mitigating disruptive behaviors and achieving specific behavioral goals, thereby contributing valuable insights into the application of this evidence-based intervention within the German elementary school system. It also highlights the utility of the single-case design in educational research. [ABSTRACT FROM AUTHOR]

This research examines the effect of using animated media of the story of the prophet Ibrahim A.S. on students learning motivation in elementary school. This study was conducted using a quantitative research type experimental. The research was conducted in one experimental class containing students with diverse academic abilities. The data collection technique used a wide pretest and posttest questionnaire. Data processing used a simple linear regression statistical data test carried out on the SPSS version 27 data application. Based on the results of the study, it was concluded that the use of animated video media had an effective influence on students' learning motivation in elementary school. The data test results showed a significance value of 0.000 <0.05, so Ho was accepted and Ha was rejected, so there was an effect influence in increasing students' learning motivation. [ABSTRACT FROM AUTHOR]

Informed by the social ecological model, which asserts that health behaviors and beliefs are the result of multiple levels of influence, we examined factors related to parents' support for in-school COVID-19 mitigation strategies. Using data from a survey of 567 parents/caregivers of public elementary and middle school students in eight Maryland counties, we employed regression models to examine relationships between parent-, child-, family-, school-, and community-level factors and acceptability of mitigation strategies. Acceptance of COVID-19 mitigation strategies was positively correlated with child- and family-level factors, including child racial identity (parents of Black children were more accepting than those of White children, odds ratio [ OR ]: 2.5, 95% confidence interval [CI] = [1.5, 4.1]), parent receipt of the COVID-19 vaccine (OR : 2.4, 95% CI = [1.5, 3.7]), and parent Democrat or Independent political affiliation (compared with Republican affiliation, OR : 4.2, 95% CI = [2.6, 6.7]; OR : 2.2, 95%CI = [1.3, 3.8], respectively). Acceptance was also positively associated with parents' perceptions of their school's mitigation approach, including higher school mitigation score, indicating more intensive mitigation policies (OR : 1.1, 95% CI = [1.0, 1.1]), better school communication about COVID-19 (OR : 1.7, 95% CI = [1.4, 1.9]) and better school capacity to address COVID-19 (OR : 1.9, 95% CI = [1.5, 2.4]). Community-level factors were not associated with acceptance. Child- and parent-level factors identified suggest potential groups for messaging regarding mitigation strategies. School-level factors may play an important role in parents' acceptance of in-school mitigation strategies. Schools' capacity to address public health threats may offer an underappreciated and modifiable setting for disseminating and reinforcing public health guidance. [ABSTRACT FROM AUTHOR]

Previous studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a "fresh start" in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the spatial characteristics of myopia and identify the socioeconomic and environmental factors influencing its prevalence. Myopia prevalence among children of school age of Han ethnicity in China was 56.6% in 2019, with the highest and lowest prevalence's in Shandong (66.8%) and Guizhou (47.3%), respectively. There was a spatial aggregation of myopia prevalence in China. Environmental factors (atmospheric PM2.5 concentration and forest coverage) and socioeconomic factors (gross domestic product per capita, per capita disposable income, hospital beds per thousand people, and Engel coefficient) have significant influences on myopia prevalence. The interaction of each factor on myopia showed nonlinear enhancement. Myopia prevalence among children of school age was spatially clustered, and environmental and socioeconomic conditions are associated with myopia prevalence. Our findings provide novel perspectives for the comprehensive prevention and control of myopia. [ABSTRACT FROM AUTHOR]

Importance: Large educational transitions occur when students enter and exit school or move between grades or divisions within the kindergarten to Grade 12 (K–12) school system. For students with disabilities, the quality of large educational transitions affects academic and postschool outcomes, which is germane to school-based occupational therapists. Objective: To explore the school-based occupational therapy literature to describe the roles of occupational therapists in supporting large educational transitions and to identify relevant terminology. Data Sources: We searched six databases (CINAHL, EMCare, Embase, ERIC, MEDLINE, and PsycINFO) for peer-reviewed publications in English with no date limitations. Study Selection and Data Collection: We included articles focused on children and youth with disabilities and school-based occupational therapy services supporting large transitions within K to 12 education. Using directed content analysis, we reported on publication characteristics, occupational therapy roles, and terminology. Findings: We included 46 publications spanning 37 yr that addressed transitions into school (n = 3), within K to 12 grades or divisions (n = 10), or to exit secondary education (n = 33). Occupational therapists assumed many roles in supporting large transitions, some much more frequently than others; 125 transition terms were used across included articles with few terms explicitly defined. Conclusions and Relevance: School-based occupational therapists' involvement in educational transitions is extensive, with potential for expansion. Consistency in terminology would support future research and practice. Plain-Language Summary: A large educational transition occurs when students move between a school, grade, or division as part of their K to 12 education. For students with disabilities, the quality of a large educational transition affects their academic and postschool outcomes. This review provides an understanding of how school-based occupational therapists support educational transitions for youth with disabilities. The review found that occupational therapists took on many roles, with the potential for expanding their roles. The review also identified 125 transition terms that were used across the literature review and found that few terms were explicitly defined. Consistency in terminology would support future research and expanded occupational therapy practice in this area. This review explored literature to describe school-based occupational therapists' roles in supporting students with disabilities who experience large educational transitions. [ABSTRACT FROM AUTHOR]

Background/Objectives: Obesity and dental caries are multifactorial diseases with high prevalence amongst Saudi children. The aim of the study was to determine their association with common risk factors. Methods: This cross-sectional study examined 300 children attending elementary schools. After taking their height and weight, their body mass indices (BMIs) were calculated. Oral examination was performed to record the decayed, missed, and filled scores (dmft/DMFT). A thorough questionnaire was compiled and validated to gather information on diet and physical activity (PA). The KIDMED score was calculated from a 16-item questionnaire to assess diet. Junk food and PA scores were also calculated based on relevant questions. Nonparametric tests were used to assess the associations between the scores and health outcomes (dmft/DMFT and BMI). Results: Fifty-eight of the children had poor diets, which was associated with higher dmft/DMFT (p = 0.012). PA levels were very low, and the average PA score was 2.12 ± 0.61. No association was found between BMI percentiles and PA level, nor between BMI percentiles and diet quality. Older children had lower BMI percentiles compared with younger children (coefficient = −9.35, 95% CI: −17.05, −1.65), and a borderline significant negative association was observed between dmft/DMFT and BMI percentile. Conclusions: Poor diets and chips consumption were related to dental caries. Obesity was not related to diet quality nor PA level. [ABSTRACT FROM AUTHOR]

Background/Objectives: Engaging in physical activity (PA) is crucial for children's physical and mental health, with PA in childhood influencing lifelong activity levels. However, PA during childhood tends to decrease with age. Childhood friendship networks influence various health behaviors, including physical activity. Centralities are objective measures of an individual's position and role in friendship networks. The relationship between centrality and PA is inconsistent. This study aimed to determine how centrality affects changes in PA in late childhood longitudinally and to investigate the distribution of centrality in the network. Methods: This prospective cohort study recruited fourth- and fifth-grade children (9–11 years old). A total of 143 children participated. We calculated three centralities—in-degree, closeness, and betweenness—based on social network analysis (SNA). PA was assessed using the physical activity questionnaire for older children (PAQ-C). To explore the relationship between centralities and the percentage change in PA, a multivariate logistic regression analysis was performed. Results: Children with higher closeness had a significantly higher rate of decrease in PA after adjusting for confounding factors. There was no significant association between betweenness and percentage change in PA (p = 0.66) or in-degree and percentage change in PA (p = 0.21). Conclusions: This study highlights the importance of considering social network dynamics in PA interventions, particularly for children with high social closeness. Future research should incorporate objective PA measures and explore broader social networks to enhance intervention strategies, especially for Generation Z and Alpha, who experience unique opportunities and motivations for PA due to pervasive digital environments. [ABSTRACT FROM AUTHOR]

This integrative literature review examined how assistive technology (AT) can help students with visual impairment (VI) in middle primary and secondary schools (aged 11–18 years) engage in learning Mathematics. To collate the relevant findings across studies, an integrative literature review approach was employed and supported by an evidence-based synthesis method. Automatic search phrases were used to find research articles related to the topic in the Google Scholar, Web of Science, Scopus, and Springer Link databases. A total of 628 articles were identified during the initial search of which only 11 were included after putting them under rigorous selection criteria. In addition, a mixed-method appraisal technique (MMAT) was used to examine the methodological quality of the papers that were included. The synthesis result came up with three overarching themes: the availability of AT to support learning mathematics, the usability of AT in mathematics classes, and the role of AT in the inclusion of visually impaired students. The findings based on the results of the 11 academic articles published from 2007 to 2021 revealed that effective engagement of students with VIs in Mathematics instruction is achieved by providing students with VI equitable access to the swiftly evolving AT, addressing issues related to affordability, testing the usability and appropriateness of existing AT and enhancing accessibility of AT for all by breaking the social stigma against students with VI in using AT. It is concluded that easily affordable and accessible assistive technologies with multiple non-visual display formats that enable students with VI to access mathematical symbols, notations, expressions, and tactual contents should be in place to actively engage students with VI in learning mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The outbreak of COVID-19 has forced implementation of safety measures, leading to changes in people's lives. This study investigated several dietary habits among Romanian children before and during the pandemic. Also, it assessed the effectiveness of an educational program promoting healthy diet and evaluated factors influencing certain eating habits. Methods: A longitudinal study was conducted in schools. Students were assigned to Control and Intervention groups. Data were collected at baseline (T1) (October -November 2019, 880 children) and post-intervention (T2) (December 2020-February 2021, 484 students). 350 children participated in both assessments. Results: Baseline measurements revealed inadequate consumptions of fruits, vegetables, dairy products, and increased intake of soft drinks and sweets. At follow-up, the Intervention showed significant improvements on average intake of fruits and vegetables and in children eating ≥ 5 servings/day, compared to its baseline. Regarding self-perceptions on dietary habits during confinement, children from both groups reported healthier behaviors, with a significant decrease of comfort food. Compared to the Control group, Intervention increased its average intake of fruits and vegetables, consumed more ≥ 5 portions/day, reduced the number ≥ 2 cups/day of carbonated beverages and ≥ 3 portions/day of sweets. Age, gender, weight management, body mass index were associated with dietary habits at T1. Age, gender, Intervention group, weight management influenced eating patterns at T2. Eating behaviors at T1 influenced dietary habits at T2. Conclusion: Our program demonstrated positive changes in students' dietary habits, despite challenges of COVID-19. Results highlight the role of health education and emphasize the importance of integrating such programs consistently in schools. [ABSTRACT FROM AUTHOR]

Faced with, nearly all U.S. schools transitioned to remote instruction in March 2020. The following year, the majority of public schools remained closed, but most Catholic schools offered in-person learning. In Indiana, many parents had additional opportunity to switch to a private school for in-person instruction. We examine student and school administrative data to consider movement between sectors and achievement outcomes for students moving to Catholic schools compared to matched peers in their previous public schools. Students who moved to in-person instruction in a Catholic school during this time fared better academically than those remaining in their previous public school. [ABSTRACT FROM AUTHOR]

Scholars widely recognize parental involvement in education as a significant factor in children's academic success, particularly in the domain of reading. This systematic review aimed to examine the role of parental involvement in the implementation of reading programs and its effect on the reading achievement of elementary school learners. Through a comprehensive search of academic databases, relevant studies published in peer-reviewed journals between 2010 and 2023 were identified and analyzed. The review included various forms of parental involvement, such as participation in reading-related activities at home, communication between parents and teachers, and parental engagement in school-based reading initiatives. Findings indicated a positive association between parental involvement in reading programs and children's reading achievement. Specifically, active parental engagement, such as reading with children at home, providing a print-rich environment, and communicating regularly with teachers about their child's progress, was consistently linked with higher levels of reading proficiency among elementary school learners. Moreover, the review highlighted the importance of collaborative efforts between schools and families in designing and implementing reading programs. Programs that actively involved parents in decision-making processes, provided resources and support for parental involvement, and fostered positive relationships between parents and educators were more likely to yield significant improvements in students' reading outcomes. However, challenges related to parental involvement, such as socioeconomic disparities, language barriers, and varying levels of parental education, were also identified. Addressing these challenges required tailored strategies that recognized and accommodated the diverse needs and circumstances of families. In conclusion, this review underscored the crucial role of parental involvement in enhancing the effectiveness of reading programs and promoting reading achievement among elementary school learners. It provided insights for educators, policymakers, and practitioners to develop evidence-based strategies that fostered meaningful partnerships between schools and families to support children's literacy development. The researcher further recommended further research to explore the specific mechanisms through which parental involvement influences reading outcomes and to identify best practices for promoting sustained engagement among diverse populations. [ABSTRACT FROM AUTHOR]

Background: Among elementary-aged children (5-12yrs), summer vacation is associated with accelerated gains in Body Mass Index (BMI). A key behavioral driver of BMI gain is a lack of physical activity (PA). Previous studies indicate PA decreases during summer, compared to the school year but whether this difference is consistent among boys and girls, across age, and by income status remains unclear. This study examined differences in school and summer movement behaviors in a diverse cohort of children across three years. Methods: Children (N = 1,203, age range 5–14 years, 48% girls) wore wrist-placed accelerometers for a 14-day wear-period during school (April/May) and summer (July) in 2021 to 2023, for a total of 6 timepoints. Mixed-effects models examined changes in school vs. summer movement behaviors (moderate-to-vigorous physical activity [MVPA], sedentary) for boys and girls, separately, and by age and household income groups (low, middle, and upper based on income-to-poverty ratio). Results: Children provided a total of 35,435 valid days of accelerometry. Overall, boys (+ 9.1 min/day, 95CI 8.1 to 10.2) and girls (+ 6.2 min/day, 95CI 5.4 to 7.0) accumulated more MVPA during school compared to summer. Boys accumulated less time sedentary (-9.9 min/day, 95CI -13.0 to -6.9) during school, while there was no difference in sedentary time (-2.7 min/day, 95CI -5.7 to 0.4) for girls. Different patterns emerged across ages and income groups. Accumulation of MVPA was consistently greater during school compared to summer across ages and income groups. Generally, the difference between school and summer widened with increasing age, except for girls from middle-income households. Accumulation of sedentary time was higher during school for younger children (5-9yrs), whereas for older children (10-14yrs), sedentary time was greater during summer for the middle- and upper-income groups. For boys from low-income households and girls from middle-income households, sedentary time was consistently greater during summer compared to school across ages. Conclusions: Children are less active and more sedentary during summer compared to school, which may contribute to accelerated BMI gain. However, this differs by biological sex, age, and income. These findings highlight the complex factors influencing movement behaviors between school and summer. [ABSTRACT FROM AUTHOR]

Background: Poverty negatively impacts beneficial aspects of mental development, such as resilience. Toothbrushing, an oral health behavior, has the potential to protect children's resilience through its anti-inflammatory and self-management effects and may be more effective for children, especially children in poverty. This study investigated whether toothbrushing boosts resilience among children, especially children under poverty, and modifies the association between poverty and resilience using a longitudinal population sample of school children. Methods: Data from the Adachi Child Health Impact of Living Difficulty (A-CHILD Study) were analyzed. A baseline study was conducted in 2015 in which the children were in first grade and followed through fourth grade (N = 3459, response rate: 80%, follow-up rate: 82%). Poverty was assessed by material deprivation (life-related deprivation and child-related deprivation) and annual household income at baseline. Children's toothbrushing frequency was assessed at baseline and classified into less than twice a day or twice or more a day. Children's resilience was assessed at baseline and follow-up using the Children's Resilient Coping Scale (range 0-100). Results: Children who brushed their teeth twice or more a day in first grade had 3.50 points greater resilience scores in fourth grade than those who brushed their teeth less than twice a day in first grade. After adjusting for confounders, including resilience in first grade, among underpoverty children, those who brushed their teeth twice or more a day in first grade had higher resilience scores [2.66 (95% CI = 0.53, 4.79)] than those who brushed their teeth less than twice a day. Among nonpoverished children, toothbrushing frequency in first grade did not significantly correlate with resilience in fourth grade. Conclusions: The beneficial effect of toothbrushing twice or more a day on resilience was more significant among children in poverty than among those without poverty in elementary school in Japan. Health policy focused on frequent toothbrushing may contribute to boosting resilience among children living in poverty. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effectiveness of the Audio Media-Based Talking Stick Method in Civics Learning to Improve the Communication Skills of Grade V Elementary School Students. This research uses a quantitative approach method. To improve the communication of grade V (Five) elementary school students, researchers used the audio media-based talking stick learning method. This research was conducted at SD 02 Bakalrejo with a sample size of 20 students. Researchers get results where there is an increase in the ability to communicate class V (Five) students with the Audio Media-Based Talking Stick learning method can be seen from the results of a significance value that is smaller than the probability value of the Independent Sample T Test test (0.000 <0.05), meaning that there is an average difference in the results of students' communication skills between the Audio Media-based Talking Stick learning method and conventional / ordinary methods. The difference can also be seen from the average value of the control class results of 45.80 and there is an increase seen from the Experiment class of 63.50. So the resulting effectiveness of the Audio Media-Based Talking Stick method in Civics learning provides an increase in communication of grade V (Five) students by 17.7%. It is hoped that the results of this study can be used to help teachers and other researchers in presenting more inclusive and interactive learning. [ABSTRACT FROM AUTHOR]

A parent's death shakes the child's world and unbalances the family structure. School can be a source of support, yet there is scarce research on the experience of bereaved children in school a few years after the loss and from their own perspective. In this qualitative-phenomenological study we set out to identify the subjective experience of parentally bereaved children and adolescents in school, at least one year after the death. Twenty parentally bereaved children and adolescents were interviewed. Findings indicated that most felt they were regarded differently by staff at school. For some, this felt right, while others were uncomfortable. Most needed consideration and flexibility and wished the staff would discuss their needs with them. We conclude that it is important to directly inquire about and address each student's needs. School personnel should be better informed about how to deal with students' loss to help them in the long term. [ABSTRACT FROM AUTHOR]

Summary: Objectives: This study aimed to explore the association between the coronavirus disease (COVID‐19) pandemic and overweight incidence among preadolescent elementary school children in Japan. Methods: A population‐based longitudinal study was conducted in Adachi City, Tokyo, Japan, using data from the Adachi Child Health Impact of Living Difficulty (A‐CHILD) study. The control group (2016–2018) comprised 434 children, and the COVID‐19 exposure group (2018–2020) included 3500 children. Overweight was defined as a body mass index (BMI) z‐score of 1 SD or more according to the World Health Organization standards. The study design involved comparing BMI z‐scores before and after exposure to the pandemic, considering the associated lifestyle changes and potential consequences on physical activity, parental employment status and income. Results: By 6th grade, the prevalence of overweight increased from 17.7% to 19.2% in the control group and 22.5% to 29.5% in the COVID‐19 exposure group. Difference‐in‐differences analysis revealed that children's exposure to COVID‐19 significantly increased BMI z‐scores (coefficient 0.22, 95% confidence interval (CI) 0.14–0.29) and a higher odds ratio of overweight (odds ratio 2.51, 95% CI 1.12–5.62), even after adjusting for time‐varying covariates. Conclusion: The COVID‐19 pandemic has been associated with an increased prevalence of overweight among elementary school children in Japan. [ABSTRACT FROM AUTHOR]

Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child's cognition. Representations with physical manipulatives are widely studied through a graduated instructional sequence featuring concrete, representational, and abstract stages of learning. In contrast, research on representational sequences featuring virtual manipulatives is less robust. Thus, this study evaluated an instructional strategy with virtual manipulatives, static representational drawings, and abstract algorithms to teach multiplication to three U.S. elementary students with mathematics difficulty. A functional relation was established via a single-subject multiple probe design between the treatment and students' accuracy performance. Baseline-corrected Tau estimates confirmed a medium effect size for all three students, while student performance on measures assessing the number of errors committed and the duration of sessions also returned favorable findings. [ABSTRACT FROM AUTHOR]

Empirical research on number sense to date has been conducted with preschoolers and elementary school students. Despite their contributions to the literature, these studies have used variable-centered analytic approaches that may prevent distinct number sense profiles for preschoolers and first graders from being identified. This study aimed to determine the number and proportions of distinct number sense profiles, the variables influencing these profiles, and the characteristics of the children with different profiles in the transition from preschool to elementary school. We conducted a quantitative study using a cross-sectional design for this purpose and used latent profile analysis to identify and describe distinct number sense profiles for preschoolers and first-grade students. A total of 1688 children, 848 from preschool and 840 from the first grade of elementary school, took part in the study. A Number Sense Screener was used to determine number sense profiles. The data collection tool used in the study was found to be reliable. Based on the findings of the study, we identified three profiles for both the preschoolers and first graders, namely, moderate very low, moderate low, and moderate high. We examined family and household income variables to help predict the profiles. We then took the characteristics and components of number sense that caused the differentiation in the profiles as revealed by the results of the study and discussed them in light of the literature. [ABSTRACT FROM AUTHOR]

Introduction: Inclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools. Methods: A scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer‐reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school‐based occupational therapists or speech and language therapists in inclusive primary schools were included. Results: Results summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice. Conclusion: Definitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross‐study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles. [ABSTRACT FROM AUTHOR]

Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained U.S. elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students' learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions data using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases with high fidelity. We discuss limitations, implications for practice, and recommendations for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: There are some rules that furniture designers must take into consideration to design ergonomic furniture. The main design principle is the target group for which the furniture will be designed, considering the dimensions of people who use the furniture. OBJECTIVE: The paper presents the correlation between 12 parts of children's body, as well as the proportion between stature and 11 other parts of the body which are used for the purposes of furniture and interior designers. METHODS: Field measurements include: Stature (S), Sitting height (She), Shoulder height (Sh), Popliteal height (Ph), Hip width (Hb), Elbow rest height (Erh), Buttock-popliteal length (Bpl), Buttock-knee length (Bkl), Thigh clearance (Tc), Eye height sitting (Eh), Knee height (Kh) and Shoulder breadth (Sb) to pupils aged 6–11 (grades 1 to 5). The measurements were done in 687 children in 12 primary schools in 4 different regions in Kosovo. RESULTS: The data of the study shows that, in general, there is a correlation (in some parts strong and in some medium) for the measured parts. Also, the study presents the proportion between the stature and other parts of the body which are necessary for the design of children's furniture. CONCLUSION: Using this data will enable furniture designers to easily target the dimensions of the group they will design, even by measuring only one dimension, i.e. stature and then setting the proportions for each piece separately. [ABSTRACT FROM AUTHOR]

Background: It is broadly acknowledged that children with Developmental Language Disorder (DLD) show verb-related limitations. While most previous studies have focused on tense, the mastery of lexical aspect—particularly telicity—has not been the primary focus of much research. Lexical aspect refers to whether an action has a defined endpoint (telic verbs) or not (atelic verbs). Objective: This study investigates the effect of telicity on verb recognition in Chilean children with DLD compared to their typically developing (TD) peers using the Event-Related Potential (ERP) technique. Method: The research design is a mixed factorial design with between-group factors of 2 (DLD/TD) and within-group factors of 2 (telic/atelic verbs) and 2 (coherent/incoherent sentences). The participants were 36 school-aged children (18 DLD, 18 TD) aged 7 to 7 years and 11 months. The task required subjects to listen to sentences that either matched or did not match an action in a video, with sentences including telic or atelic verbs. Results: The study found notable differences between groups in how they processed verbs (N400 and post-N400 components) and direct objects (N400 and P600 components). Conclusions: Children with DLD struggled to differentiate telic and atelic verbs, potentially because they employed overgeneralization strategies consistent with the Event Structural Bootstrapping model. [ABSTRACT FROM AUTHOR]

(1) Background: This study explores the potential energy expenditure associated with participation in after-school sports activities among primary school children. (2) Methods: The study involved 129 children age (11.35 ± 0.55 years) recruited from eight different public after-school sport programs. (3) Results: Data analyses revealed significant differences between the eight sports in total calories per session, calories per minute, and METs (p < 0.05). All sports showed higher energy expenditure compared to chess (p < 0.05), with soccer and rugby exhibiting the highest energy expenditure per session. Team sports showed elevated energy consumption per session (p < 0.01, r > 0.30), calories per minute (p = 0.01, r > 0.40), and METs (p < 0.01, r > 0.40) in comparison with individual sports. (4) Conclusions: These findings enhance our understanding of the energy expenditure observed in primary school children following various after-school sports activities. The results indicate that team sports, in particular, are pivotal in elevating physical activity levels, thereby playing an essential role in fostering healthier lifestyles among children. [ABSTRACT FROM AUTHOR]

Background/Objectives: Schools can play a key role in promoting health among adolescents, and Hungarian legislation gives them sufficient space to do so. In our study, we examined the impact of a multiyear school health promotion programme on pupils' health behaviour and well-being. Methods: We carried out our investigation in an intervention and a control primary school in Hungary. All 5th and 7th grade pupils were invited to participate in the questionnaire-based survey between 2017 and 2021. The effect of the intervention was quantified using univariate and multivariate logistic regression analyses. Results: Our results show that for those behaviours where pupils' personal choices had a greater influence (unhealthy eating, smoking, screen time), the health promotion programme was more effective. For those behaviours where family background and parental influence were more pronounced (healthy eating, physical activity), the intervention had less impact. Self-perceived health was better in the 7th-grade intervention group. Conclusions: Our findings are in line with the conclusion of systematic reviews that more intensive, longer-term, multi-behavioural school health promotion programmes can be effective in promoting positive behaviour. To be more effective, it would be worth using a well-structured curriculum, well-developed teaching materials, and greater involvement of teachers, parents, and various local organisations. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study sought to develop an Academic School Climate Scale measuring students' perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4–12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity. [ABSTRACT FROM AUTHOR]

Objectives: This study explains the process by which sleep problems affect problem behaviors in early elementary school children and explores the roles of executive function and emotion regulation, which are concepts related to cognitive or emotional regulation. Methods: This study’s participants consisted of 283 children in first to third grades of elementary school. Questionnaires asked mothers about their children’s sleep problems, executive function, emotion regulation, and problem behaviors. Model 6 of PROCESS macro version 3.4 was used to analyze the collected data. Results: First, children’s sleep problems had a directly positive effect on problem behaviors. Second, children’s sleep problems had a negative effect on executive function, and executive function had a negative effect on problem behaviors. Third, children’s sleep problems had a negative effect on emotion regulation, and emotion regulation had a negative effect on problem behaviors. Finally, children’s sleep problems had a negative effect on executive function; executive function had a positive effect on emotion regulation; and emotion regulation had a negative effect on problem behaviors. Bootstrapping tests revealed that the mediating effect of executive function, the mediating effect of emotion regulation, and the serial mediating effect of executive function and emotion regulation were all significant in the relationship between children’s sleep problems and problem behaviors. Conclusion: This study expands on studies that revealed the mediating effect of executive function or emotion regulation in the relationship between sleep problems and problem behaviors. In other words, by confirming the serial mediating effect of executive function and emotion regulation, this study expands our understanding of the mechanisms by which children’s sleep problems affect problem behaviors. [ABSTRACT FROM AUTHOR]

The inclusion of students with autism spectrum disorder (ASD) is a complex issue for schools. This study investigates the impact of the inclusivity of Slovenian primary schools on the inclusion of their students with ASD. We postulated that each pedagogical dimension of inclusion (i.e., academic, social, and emotional inclusion) of students with ASD would demonstrate a positive correlation with each dimension of inclusiveness of primary schools (i.e., inclusive culture, policy, and practice). Forty regular Slovenian elementary schools participated in the research. The Perceptions of Inclusion Questionnaire was completed by 200 respondents (40 students with ASD, 40 parents, 120 teachers), and the Index for inclusion by 240 respondents (40 parents, 200 school professionals). The analysis revealed one significant correlation, a weak positive correlation between inclusive practice and academic inclusion. Multiple regression analyses also identified one conditionally substantial pair. When we excluded the inclusive culture and policy and only considered the control of demographic variables, the results showed that the increase in inclusive practices corresponds to the increase in academic inclusion. The absence of correlations between the dimensions of school inclusivity and the pedagogical dimensions of including students with ASD can be attributed to the lack of systemic solutions for accommodating a diverse student population and the failure to conduct a thorough analysis of the inclusion and implementation of whole-school approaches. However, the Slovenian adaptation of the Index for Inclusion, a promising tool, offers hope in addressing these challenges. [ABSTRACT FROM AUTHOR]

Math mindsets are mathematical abilities beliefs that can take two forms: growth (i.e., abilities can develop) and fixed (i.e., abilities are innate). Math mindsets during elementary school received little attention, especially among younger students. This study examined math mindsets and tested a mediation model in which math achievement predicted math mindsets via math self-concept. Elementary students (N = 220) from grades 1–6 completed a questionnaire in class. Results showed that growth and fixed math mindsets can be measured and distinguished in younger students, younger students endorsed growth math mindset more strongly than older students, and girls endorsed it more strongly than boys. Structural equation modeling showed that math achievement positively and directly link on both dimensions of math self-concept (affect and competency), and that affect directly link to a stronger adoption of a growth math mindset while competency negatively and directly link on growth and fixed math mindsets. Findings have important implications for mindset theory and interventions. [ABSTRACT FROM AUTHOR]

(1) Background: The main goals of this study were to describe the physical activity (PA) and sleep habits of 8–12-year-old children according to their gender and to evaluate the relationship between PA and sleep habits (i.e., duration and timing). (2) Methods: A total of 236 children (114 boys and 122 girls) completed the Physical Activity Questionnaire for Older Children (PAQ-C) and an ad hoc sleep habits questionnaire. (3) Results: Boys were more physically active than girls (2.62 ± 0.51 vs. 2.46 ± 0.48, p = 0.026) and enacted higher PA levels in school recess (3.82 ± 1.36 vs. 3.56 ± 1.38, p = 0.003), during the afternoon (3.37 ± 1.20 vs. 2.89 ± 1.12, p = 0.003), and during weekends (3.54 ± 1.20 vs. 3.18 ± 0.48, p = 0.009). Per sleep habits, boys had a significantly later bedtime (21:53 ± 2:08 vs. 21:34 ± 2:14, p = 0.009) and a significantly smaller total sleep duration (9.64 ± 0.86 vs. 9.89 ± 0.87 h, p = 0.023) than girls. No significant correlations between PA and sleep habits were found. (4) Conclusions: We found differences in the PA and sleep habits between school-age boys and girls. Institutions and entities should consider designing specific interventions to improve PA and sleep habits according to gender. [ABSTRACT FROM AUTHOR]

The primary objective of this study was to develop and validate a Social Cognitive Theory-based instrument to identify psychosocial factors that influence diet and physical activity among Chinese children aged 10–12 years. This is a cross-sectional study, with data collected from questionnaires. Two elementary schools in Beijing, China. Fourth to sixth-grade students (N = 1,486) aged 10–12 years were recruited. Gender, height, weight, nation, and grade were collected. Energy-balanced eating behaviors and their related sociopsychological factors were surveyed. Confirmatory factor analysis, Pearson correlations, Cronbach α index, and mediation analysis were used. (1) Confirmatory factor analysis revealed a 6-factor solution (51 items) and all factor loadings > 0.32, indicating that the model fitness was acceptable. (2) All correlation coefficients are statistically significant. All of the Cronbach α indexes were > 0.65, indicating acceptable reliability. (3) The mediating effect of goal intention and outcome expectations between self-efficacy and habit strength was statistically significant (P < 0.01), verifying the theory structure. This questionnaire exhibits good internal consistency, reliability, and structural validity. It can be effectively employed to investigate energy-balanced eating behaviors related to the Social Cognitive Theory in Chinese children. [ABSTRACT FROM AUTHOR]