Teaching Children Self-Control: Preventing Emotional and Learning Problems in Elementary School. Stanley A. Fagen, Nicholas J. Long and Donald J. Stevens. Columbus: Merrill, 1975, 271 pp., $6.95, paperback

1977 ◽  
Vol 10 (5) ◽  
pp. 323-325
Author(s):  
Patricia Bricklin ◽  
Barry Bricklin ◽  
Peter McCusker
Keyword(s):  
Elementary School ◽  
Self Control ◽  
Learning Problems

scholarly journals Midday napping in children: associations between nap frequency and duration across cognitive, positive psychological well-being, behavioral, and metabolic health outcomes

SLEEP ◽  
2019 ◽  
Vol 42 (9) ◽  
Author(s):  
Jianghong Liu ◽  
Rui Feng ◽  
Xiaopeng Ji ◽  
Naixue Cui ◽  
Adrian Raine ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Parental Education ◽  
Well Being ◽  
Internalizing Behavior ◽  
Self Control ◽  
Poor Sleep ◽  
Time In Bed ◽  
Metabolic Outcomes ◽  
Wide Range

AbstractStudy ObjectivesPoor sleep and daytime sleepiness in children and adolescents have short- and long-term consequences on various aspects of health. Midday napping may be a useful strategy to reduce such negative impacts. The effect of habitual napping on a wide spectrum of cognitive, behavioral, psychological, and metabolic outcomes has not been systematically investigated.MethodsThis study characterized midday napping habits in 3819 elementary school children from the China Jintan Cohort Study. In 2011, weekly nap frequency and average duration were collected once from students at grades 4–6. Prior to their completion of elementary school at grade 6 (in 2011–2013 respective to each grade), the following outcomes were collected once: behavioral and academic achievement evaluated by teachers, and self-reported positive psychology measures including grit, self-control, and happiness. IQ tests were conducted on a subgroup. Metabolic indices, including body mass index and fasting glucose concentration, were measured through physical exams. For the whole sample, we assessed associations between napping and each outcome, adjusted for sex, grade, school location, parental education, and time in bed at night. We also conducted stratified analyses on grade 6 (cross-sectional), grade 4 (2-year gap), and grade 5 (1-year gap) data.ResultsOverall, napping was significantly associated with higher happiness, grit, and self-control, reduced internalizing behavior problem, higher verbal IQs, and better academic achievement, although specific patterns varied across frequency and duration for different outcomes. More limited significant associations were found for decreased externalizing behavior problems, compared to non-nappers, while no significant associations were found for performance IQ and metabolic outcomes.ConclusionsResults indicate benefits of regular napping across a wide range of adolescent outcomes, including better cognition, better psychological wellness, and reduced emotional/behavioral problems. The current study underscores the need for further large-scale intervention studies to establish causal effects.

A Summary of Research and Investigations and Their Implications for the Organization and Learning of Arithmetic

1948 ◽  
Vol 41 (6) ◽  
pp. 260-265
Author(s):  
H. Van Engen
Keyword(s):  
Elementary School ◽  
Educational Research ◽  
Learning Problems ◽  
Research Problems ◽  
School Journal ◽  
Points Of View

It is obviously impossible to give a complete summary of arithmetic research in the brief time allocated for this paper. Periodic summaries of the research in arithmetic are available in such magazines as the Elementary School Journal and in the Review of Educational Research. In many cases these reviews are accompanied by comments which point out the lacunae left by the uncoordinated attack on research problems in arithmetic. In many instances, these comments are particularly pertinent to the topic of this paper. It will be my purpose to bring in many of the points of view expressed in these well-known summaries and bring them to bear upon the organization and learning problems in the field of arithmetic.

Stability of externalizing symptoms from kindergarten to first grade and factors related to instability

1990 ◽  
Vol 2 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Robert C. Pianta ◽  
Constance B. Caldwell
Keyword(s):  
Cognitive Ability ◽  
Externalizing Problems ◽  
Externalizing Symptoms ◽  
First Grade ◽  
Teacher Ratings ◽  
Self Control ◽  
Learning Problems ◽  
Child Interaction ◽  
Cutoff Scores ◽  
Anxious Behavior

AbstractThis article examines the frequency and stability of externalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Using cutoff scores on teacher ratings, an average of 20% of the children were rated as having moderate externalizing problems in kindergarten and first grade. For both boys and girls, parent-teacher stability correlations ranged from .34–.45, and kindergarten teacher ratings from November and April correlated at .76. Instability in externalizing symptoms from kindergarten to first grade was related to a number of concurrent and previously assessed factors. For girls these included learning problems, shy-anxious behavior, mother-child interaction measures, and cognitive ability. Factors related to instability for boys included learning problems, social skills, cognitive ability, and self-control. These variables accounted for an additional 40% of the variance for boys (50% for girls) in first grade externalizing symptoms after controlling for externalizing symptoms in kindergarten.

scholarly journals SELF REGULATED LEARNING STRATEGY IN ELEMENTARY SCHOOL

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Nuur Wachid Abdul Majid ◽  
Eliya Rochmah
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Self Control ◽  
Initial Product ◽  
Active Behavior ◽  
Self Regulated Learning ◽  
Regulated Learning

<p><em>Elementary School is foundation of education in Indonesia that is very important to curve character and success in academic when they are be adult. Many factors that influence in the formation of characters and academics success of the students one of them is the ability of self-regulation or Self-Regulated Learning in learning activities in elementary school. Self-Regulated Learning has an important role in the implementation of teaching and learning process, especially in determining the success of teaching and learning process, because students who have this ability can manage and self-directed, able to adjust, and self-control, especially when facing difficulties in the learning process. This research is limited to a preliminary study covering three steps: (a) initial data and information collection; (b) planning; and (c) initial product development. By applying the learning strategy of SRL, students can arrange themselves in learning by involving the ability of cognition, metacognition, motivation, and active behavior as well as managed learning or in other words learning that rests on self-regulation.</em></p>

scholarly journals An Eco-System Architectural Model for Delivering Educational Services to Children With Learning Problems in Basic Mathematics

2019 ◽  
Vol 12 (2) ◽  
pp. 61-81
Author(s):  
Miguel Angel Ortiz Esparza ◽  
Jaime Muñoz Arteaga ◽  
José Eder Guzman Mendoza ◽  
Juana Canul-Reich ◽  
Julien Broisin
Keyword(s):  
Elementary School ◽  
Inclusive Education ◽  
Educational Resources ◽  
Basic Knowledge ◽  
Learning Problems ◽  
Educational Services ◽  
Teaching Activities ◽  
Architectural Model ◽  
Multidisciplinary Group

A large diverse amount of educational content can dynamically contribute to the construction of basic knowledge for elementary school children. These contents can be used to develop or expand such knowledge and this becomes different when it needs to be applied to children with learning problems in basic mathematics. Then, it is necessary to manage effectively educational resources. The current work proposes the use of an architectural model in order to support teaching activities of a multidisciplinary group of specialist in inclusive education. A case study presents here some examples of teaching activities such as the specification of context and the management of educational resources according the learning problems of children at elementary school.

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