scholarly journals The Prototype of a Story Book Based Platform for Preschool Programming Education

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Chun-Hsiung Tseng ◽  
Jia-Rou Lin ◽  
Yung-Hui Chen
Keyword(s):  
Elementary School ◽  
Picture Books ◽  
Web Application ◽  
Picture Book ◽  
Web Browsers ◽  
School Age ◽  
Programming Education ◽  
Elementary School Age ◽  
Initial Stage ◽  
Book Editor

The importance of learning how to program can never be over-estimated. Even though there are already programming-learning applications for young children, most of the applications in this field are designed for children in the elementary school age or even above. Teaching younger children, for example, preschool kids, how to program appears more challenging. From our survey, it appears that even preschool kids can understand how to do programming and the question is simply which tools to use. Preschool kids usually start their reading from picture books. They learn mathematics, arts, histories, and a lot of knowledge with picture books. The goal of this research is to propose a platform for story tellers, illustrators, and programming education experts to cooperate to build picture books to teach preschool kids how to program. At this very initial stage, the platform is developed as a Web application and hence it can be easily accessed by various devices via Web browsers. The platform consists of a lean story editor, a picture book editor, and a programming concept editor.

Sex and Birth Order in Children's Goal Setting and Actual Performance of a Gross Motor Task

1981 ◽  
Vol 53 (2) ◽  
pp. 663-666 ◽  
Author(s):  
Evelyn G. Hall ◽  
Amelia M. Lee
Keyword(s):  
Elementary School ◽  
Birth Order ◽  
Goal Setting ◽  
Motor Task ◽  
Complete Data ◽  
School Age ◽  
Gross Motor ◽  
Actual Performance ◽  
Elementary School Age ◽  
Better Than

This study investigated the effect of birth order and sex on goal setting and actual performance by boys and girls of elementary school age on a ring-toss task. Children were asked to give a verbal estimate of the number of successful trials out of 10 they expected to complete. Data were analyzed by 2 (sex) × 2 (birth order) analyses of variance. Results indicated that firstborn boys set higher goals and performed significantly better than later-born boys, firstborn girls or later-born girls.

SOME IMMEDIATE EFFECTS OF A SMOKING ENVIRONMENT ON CHILDREN OF ELEMENTARY SCHOOL AGE

1970 ◽  
Vol 40 (10) ◽  
pp. 533-537 ◽  
Author(s):  
A. J. Luquette ◽  
C. W. Landiss ◽  
D. J. Merki
Keyword(s):  
Elementary School ◽  
School Age ◽  
Elementary School Age

Effects of Eye Color on the Accuracy of Ball Throwing of Elementary School Children

1989 ◽  
Vol 68 (1) ◽  
pp. 163-166 ◽  
Author(s):  
John Beer ◽  
Paula Fleming
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Eye Color ◽  
Elementary School Age

Light-eyed individuals generally perform better at self-paced activities while dark-eyed individuals perform better at reactive activities. In throwing a ball at a target there were no differences between light- and dark-eyed elementary school-age children. Boys hit the target more times than did girls, and older children in upper grades hit the target more often than did younger children in lower grades.

The Exploring of Traditional Music by Elementary School Age in The Web Tourism

2021 ◽  
Author(s):  
Ulani Yunus ◽  
Tri Adi Sumbogo ◽  
Mario Nugroho Willyarto ◽  
Bhernadetta Pravita Wahyuningtyas ◽  
Jennifer J. Anderson ◽  
...  
Keyword(s):  
Elementary School ◽  
Traditional Music ◽  
School Age ◽  
Elementary School Age ◽  
The Web

Social Position and Speaking Competence of Stuttering and Normally Fluent Boys

1974 ◽  
Vol 17 (4) ◽  
pp. 740-747 ◽  
Author(s):  
C. Lee Woods
Keyword(s):  
Elementary School ◽  
Social Role ◽  
Sixth Grade ◽  
Social Position ◽  
Peer Evaluation ◽  
Minor Importance ◽  
School Age ◽  
Peer Ratings ◽  
Elementary School Age ◽  
The Third

To assess the relation of social position to speaking competence and to determine the stuttering child’s awareness of peer evaluation, ratings of social position and speaking competence were obtained from 24 stuttering boys (12 mild and 12 moderate or severe) in each the third and sixth grade and from 562 of their normally fluent male classmates. Peer ratings, self-estimates of ratings, and reasons for certain ratings also were obtained. No significant differences between groups of stuttering boys were found. Upon comparison with fluent boys, stuttering boys both expected to be and were rated significantly poorer as speakers than were the normally fluent. No significant differences were found, however, between stuttering and fluent boys on social position measures, suggesting that whether or not an elementary-school-age boy stuttered was of minor importance in determining his social role among his peers.

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