Are self-reported depressive symptoms in first-grade children developmentally transient phenomena? A further look

1993 ◽  
Vol 5 (3) ◽  
pp. 433-457 ◽  
Author(s):  
Nick Ialongo ◽  
Gail Edelsohn ◽  
Lisa Werthamer-Larsson ◽  
Lisa Crockett ◽  
Sheppard Kellam
Keyword(s):  
Elementary School ◽  
Depressive Symptoms ◽  
Prognostic Value ◽  
Adaptive Functioning ◽  
First Graders ◽  
First Grade ◽  
Fifth Grade ◽  
Moderate Increase ◽  
Transient Phenomena ◽  
Self Reports

AbstractIn light of putative developmental constraints, some have argued that prior to the middle to late elementary school years children's reports of depressive symptoms represent nothing more than transient developmental phenomena. In an earlier study of an epidemiologically defined sample of first-grade children, self-reported depressive symptoms proved relatively stable and significantly related to adaptive functioning. In the present study, we follow that cohort of first graders longitudinally and assess the prognostic value of self-reports of depressive symptoms in first grade with respect to depressive symptoms and adaptive functioning in the late elementary school years. We also assess whether or not children's reports of depressive symptoms demonstrate greater stability and are more highly associated with adaptive functioning in the middle to late elementary school years. First-grade depressive symptoms were found to have significant prognostic value in terms of levels of depressive symptoms and adaptive functioning in fifth grade, with the strength of prediction varying by gender in the former. Although there was a moderate increase in short-term stability from first to fifth grade, it remained consistently strong across first, fourth, and fifth grades. The magnitude of the relationship between depressive symptoms and adaptive functioning also remained consistent over time. These findings on stability, caseness, and prognostic power attest to the significance of children's self-reports of depressive symptoms in the early as well as the middle to late elementary school years.

scholarly journals Examining Physical Activity and Play Behavior Preferences between First Graders and Last Graders in Primary School Children in Tehran

2015 ◽  
Vol 12 (1) ◽  
pp. 17 ◽  
Author(s):  
Noura Marouf ◽  
Adi Irfan Che-Ani ◽  
Norngainy Mohd Tawil
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
First Graders ◽  
Age Groups ◽  
First Grade ◽  
Free Play ◽  
Play Behavior ◽  
Outdoor Environment ◽  
Primary School Children

<p>School grounds are critical places because they are some of the few play areas available for children to develop and transfer peer culture. Moreover, school playtime, which is often called “recess”, offers children daily opportunities for physical activity in the outdoor environment. During school years, age has always been presented in the studies on children as a fundamental component of their development. Children of different ages are interested in different play styles and have various play priorities. However, few studies have compared play patterns in children within age groups. This study explores play behaviors during recess in elementary school children overall, and secondly examines the differences in the play behavior of children, considering first graders who enter elementary school and the last graders. This study uses quantitative design and naturalistic observational approaches. An ethnogram recorded the observations of the play activities preferences of the children. The results of this study showed that girls spend the majority of their recess talking and socializing with peers generally. Older children, particularly those in grades fifth and sixth, spend more time socializing than other age groups. Children in the first grade spent much time in active free play, such as chasing and running, during recess and tend use their playtime as an opportunity to perform a physical activity; therefore the significance of combining recess and provisions for physical activity to reach health goals becomes clearer. These findings are interesting considerations for further research; such information could help to develop appropriate interventions to improve the recess.</p>

Complex Sentences in an Elementary Science Curriculum: A Research Note

2020 ◽  
Vol 51 (2) ◽  
pp. 329-335 ◽  
Author(s):  
Maura Curran
Keyword(s):  
Elementary School ◽  
General Education ◽  
Science Learning ◽  
Science Curriculum ◽  
First Grade ◽  
Research Note ◽  
Fifth Grade ◽  
School Students ◽  
Complex Sentences ◽  
Education Science

Purpose Elementary school students are expected to participate in science learning settings that place high demands on skill with certain types of grammatical structures, including complex sentences. This research note aims to clarify the types of complex sentences that are evident in a general education science curriculum across the elementary school years in order to assist clinicians and others in better understanding the specific language demands of science learning in the classroom. Method I analyzed all sentences within children's texts and suggested teacher scripting from the first-, third-, and fifth-grade science units of a commonly used general education curriculum aligned to the Next Generation Science Standards. We determined the frequency and type of complex sentences that were present for each type of material (text, teacher scripts) and grade level. Results Complex sentences are evident in both children's texts and suggested scripting provided to teachers at all grade levels. The rate of complex sentences in children's readings is higher in third- and fifth-grade texts than in first-grade texts. Complement clauses are common throughout, and adverbial and relative clauses are more frequent in third- and fifth-grade texts than in first-grade texts. Conclusions Children are expected to read and listen to complex sentences across the elementary school years. Speech-language pathologists should be aware of the language demands that general education science curricula may pose to students at different ages.

Research into Practice: Using Sharing Situations to Help Children learn Fractions

1995 ◽  
Vol 2 (2) ◽  
pp. 110-114
Author(s):  
Susan B. Empson
Keyword(s):  
First Graders ◽  
First Grade ◽  
Fifth Grade

It is surprising to learn that first graders know a lot about fractions. That is what two first-grade teachers and the author discovered when they collaborated on a five-week fraction unit. This article describes the highlights of a case study of fractions in a first-grade class then presents some preliminary findings suggesting that third-, fourth-, and fifth-grade children can learn fractions in similar ways.

scholarly journals Peers Influence Mathematics Strategy Use in Early Elementary School

2016 ◽  
Vol 5 (1) ◽  
pp. 27 ◽  
Author(s):  
Martha Carr ◽  
Nicole Barned ◽  
Beryl Otumfuor
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
First Graders ◽  
Peer Group ◽  
Cognitive Strategies ◽  
First Grade ◽  
Strategy Use ◽  
Performance Goals ◽  
School Year ◽  
The Impact

<p>This study examined the impact of performance goals on arithmetic strategy use in first graders, and also how same-sex peer groups contributed to the selection of strategies used by elementary school children. It was hypothesized that early emerging gender differences in strategy use, with boys preferring retrieval and cognitive strategies and girls preferring to use manipulatives, are a function of performance goals and peer group valuing of strategies. Using a sample of 75 first grade students, data were collected at three different time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increase in the use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but this effect was not found in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys.  Neither variable seems to explain girls’ preference for manipulative-based strategies. </p>

scholarly journals Visual occipito-temporal sensitivity to digits through elementary school

2021 ◽  
Author(s):  
Gorka Fraga-Gonzalez ◽  
Sarah V. Di Pietro ◽  
Georgette Pleisch ◽  
Jasmin Neuenschwander ◽  
Susanne Walitza ◽  
...  
Keyword(s):  
Elementary School ◽  
Visual Processing ◽  
Personal Development ◽  
Temporal Cortex ◽  
First Grade ◽  
Visual Presentation ◽  
Number Processing ◽  
Fifth Grade ◽  
Cognitive Resources ◽  
Processing Abilities

Number processing abilities are important for academic and personal development. The course of initial specialization of ventral occipito-temporal cortex (vOTC) for visual number processing is crucial for the development of numeric and arithmetic skills. We examined the visual N1, the electrophysiological correlate of vOTC activations across five time points in kindergarten (T1), middle and end of first grade (T2, T3), second (T4) and fifth grade (T5). 62 children (35 female) performed a target detection task which included visual presentation of digits, false fonts, and letters. Arithmetic skills were measured at T4 and T5 with standardized math tests. Stronger N1 amplitudes for digits than false fonts were found across all 5 measurements. Arithmetic skills correlated negatively with visual N1 sensitivity to digits at T4 (2nd grade, mean age 8.3 yrs) over the left hemisphere, possibly reflecting allocation of more attentional or cognitive resources with poorer arithmetic skills. Our main result shows persistent visual N1 sensitivity to digits that is already present early on in pre-school and remains stable until fifth grade. This differs from the relatively sharp rise and fall of the visual N1 sensitivity to words or letters between kindergarten and middle of elementary school. The present study thus indicates different trajectories in the development of visual processing for written characters that are relevant to numeracy and literacy.

Self-Reported Depressive Symptoms in First-Grade Children: Developmentally Transient Phenomena?

1992 ◽  
Vol 31 (2) ◽  
pp. 282-290 ◽  
Author(s):  
GAIL EDELSOHN ◽  
NICK IALONGO ◽  
LISA WERTHAMER-LARSSON ◽  
LISA CROCKETT ◽  
SHEPPARD KELLAM
Keyword(s):  
Depressive Symptoms ◽  
First Grade ◽  
Transient Phenomena

The Significance of Self-Reported Anxious Symptoms in First Grade Children: Prediction to Anxious Symptoms and Adaptive Functioning in Fifth Grade

1995 ◽  
Vol 36 (3) ◽  
pp. 427-437 ◽  
Author(s):  
Nick Ialongo ◽  
Gail Edelsohn ◽  
Lisa Werthamer-Larsson ◽  
Lisa Crockett ◽  
Sheppard Kellam
Keyword(s):  
Adaptive Functioning ◽  
First Grade ◽  
Fifth Grade

First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families

2003 ◽  
Vol 15 (2) ◽  
pp. 331-342 ◽  
Author(s):  
SARAH E. FINE ◽  
CARROLL E. IZARD ◽  
ALLISON J. MOSTOW ◽  
CHRISTOPHER J. TRENTACOSTA ◽  
BRIAN P. ACKERMAN
Keyword(s):  
Externalizing Behaviors ◽  
First Grade ◽  
Internalizing Behaviors ◽  
Fifth Grade ◽  
Emotion Knowledge ◽  
Expressive Vocabulary ◽  
Internalizing And Externalizing Behaviors ◽  
Grade Teacher ◽  
Self Reports ◽  
Internalizing And Externalizing

In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

PENERAPAN MODEL NUMBERED HEAD TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN SOSIAL PADA SISWA SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
pp. 71-81
Author(s):  
Tustiyana Windiyani
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Cooperative Learning ◽  
Social Science ◽  
Learning Process ◽  
Learning Model ◽  
Fifth Grade ◽  
Average Score ◽  
Fifth Grade Students ◽  
Behavior Observation

ABSTRACTThe research is an action research aiming at improving the learning output of social science using cooperative learning model of Numbered Head Together. The subjects of the research are the fifth grade students of Sekolah Dasar Negeri Batu Kembar in the even semester, the year of 2015/ 2016 with the number of students of 21 consisting of 12 boys and 9 girls. The research used cycling procedure containing four steps of planning, doing, observing, and reflecting. The action research is done in two cycles. Each cycle is conducted in one meeting. After the implementation of Numbered Head Together, the learning output of students social science improves from the first to the second cycle. The result shows that the average score in the first cycle is 65, and the learning completion is 50.00%, while in the second cycle, the average score is 74 and the learning completion is 85.00%. The learning process score in the first cycle is 75.75%, and it improves in the second cycle to be 90.00%. The result of students behavior observation shows improvement of students discipline, cooperation, bravery which in the first cycle is 80.50% and it improves in the second cycle to be 85.50%. Therefore it can be inferred that the implementation of the cooperative learning model of Numbered Head Together is able to improve the learning output of the fifth grade students social science in an elementary school. Keywords: Learning Output, Social Science, Numbered Head Together.ABSTRAKPenelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan hasil belajar mata pelajaran Ilmu Pengetahuan Sosial melalui penerapan model pembelajaran kooperatif Numbered Head Together. Subjek penelitian ini adalah siswa Sekolah Dasar Negeri Batu Kembar kelas V semester genap tahun pelajaran 2015/ 2016 dengan jumlah siswa sebanyak 21 siswa, terdiri dari 12 siswa laki-laki dan 9 siswi perempuan. Prosedur penelitian dilaksanakan bersiklus yang terdiri dari empat tahap, yaitu: perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Pelaksanaan tindakan kelas ini dilakukan dalam dua siklus. Setiap siklus dilaksanakan satu kali pertemuan, setelah diterapkan model pembelajaran Numbered Head Together hasil belajar Ilmu Pengetahuan Sosial siswa meningkat dari siklus pertama ke siklus kedua. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar pada siklus I memperoleh nilai 65, dengan ketuntasan hasil belajar sebesar 50,00%, sedangkan siklus II memperoleh nilai rata-rata 74 dengan ketuntasan belajar 85,00%. Begitu pula dengan penilaian pelaksanaan pembelajaran pada siklus I sebesar 75,75%, meningkat pada siklus II sebesar 90,00%. Sedangkan hasil observasi perilaku siswa menunjukkan adanya peningkatan pada sikap berupa disiplin, kerja sama dan keberanian yang diperoleh pada siklus I dengan persentase sebesar 80,50% dan meningkat pada siklus II sebesar 85,50%. Dari hasil penelitian dapat disimpulkan bahwa Penerapan Model Pembelajaran Kooperatif Numbered Head Together dapat Meningkatkan Hasil Belajar Pada Mata Pelajaran Ilmu Pengetahuan Sosial di kelas V Sekolah Dasar.Kata Kunci: Hasil Belajar, Ilmu Pengetahuan Sosial, Numbered Head Together.

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