scholarly journals A Research on the Parents' Awareness of Teaching Piano at After School Specific Aptitude Education in Elementary School : Focusing on Group Teaching with Digital Piano

2010 ◽  
Vol 20 (2) ◽  
pp. 133-149
Author(s):  
한영희 ◽  
장유라
Keyword(s):  
Elementary School ◽  
After School

scholarly journals Effect of Children’s Weight Status on Physical Activity and Sedentary Behavior during Physical Education, Recess, and After School

2020 ◽  
Vol 9 (8) ◽  
pp. 2651
Author(s):  
Zachary C. Pope ◽  
Charles Huang ◽  
David Stodden ◽  
Daniel J. McDonough ◽  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Elementary School ◽  
Physical Education ◽  
Sedentary Behavior ◽  
Body Mass ◽  
Weight Status ◽  
After School ◽  
Healthy Weight

Children’s body mass index may affect physical activity (PA) participation. Therefore, this study examined the effect of children’s weight status on underserved elementary school children’s PA and sedentary behavior (SB) throughout the segmented day. Participants were 138 children (X¯age = 8.14 years). Children’s height and weight were measured with subsequent classification of children as healthy weight or overweight/obese. Durations of moderate-to-vigorous PA (MVPA), light PA (LPA), and SB during physical education (PE), morning recess, lunch recess, after school, and overall were assessed via accelerometry over three days. Independent t-tests evaluated differences in children’s MVPA, LPA, and SB during each daily segment by weight status. Significantly higher MVPA was observed for children of healthy weight status versus children with overweight/obesity during morning recess, t(136) = 2.15, p = 0.03, after school, t(136) = 2.68, p < 0.01, and overall, t(136) = 2.65, p < 0.01. Interestingly, comparisons of children of healthy weight status and children with overweight/obesity’s LPA and SB during the after-school segment revealed a trend wherein children with overweight/obesity participated in slightly greater LPA/less SB than children of healthy weight status. Higher MVPA was observed among children of healthy weight versus children with overweight/obesity during most daily segments. Concerted efforts should focus on increasing MVPA among children with overweight/obesity.

Critical Pedagogy beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education

2011 ◽  
Vol 8 (3) ◽  
pp. 293-314
Author(s):  
Jennifer Leeman ◽  
Lisa Rabin ◽  
Esperanza Román-Mendoza
Keyword(s):  
College Students ◽  
Elementary School ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Community Service ◽  
Heritage Language ◽  
Language Education ◽  
After School ◽  
Community Service Learning ◽  
Heritage Language Education

This article describes a critical service-learning initiative in which college students of Spanish taught in an after-school Spanish class for young heritage language (HL) speakers at a local elementary school. We contextualize the program within broad curricular revisions made to the undergraduate Spanish program in recent years, explaining how critical pedagogy and our students’ experiences motivated the design of the program. After describing the program, we analyze reflections from participants that show how the experience helped them take their critical language agency beyond the classroom walls and integrate university, school and community knowledges, as both the college students and the children they taught came to view their cultural and linguistic heritages to be of educational and public importance.

Creating a Classroom Makerspace

2014 ◽  
Vol 93 (1) ◽  
pp. 25-26 ◽  
Author(s):  
Luz Rivas
Keyword(s):  
Elementary School ◽  
Fifth Grade ◽  
After School ◽  
Career Interests ◽  
School Program ◽  
After School Program ◽  
Learn By Doing ◽  
Do It Yourself ◽  
Physical Spaces

Teachers have recently begun to bring makerspaces — traditionally community-operated physical spaces where people create do-it-yourself projects together — into the classroom. The author tells how she started an after-school program for fifth-grade girls at her former elementary school. By taking part in makerspaces, students learn by doing, develop confidence, and might discover career interests.

After-School Child Care in an Elementary School: Social Development and Continuity and Complementarity of Programs

1987 ◽  
Vol 88 (1) ◽  
pp. 93-103 ◽  
Author(s):  
Carollee Howes ◽  
Michael Olenick ◽  
Tagoush Der-Kiureghian
Keyword(s):  
Elementary School ◽  
Child Care ◽  
Social Development ◽  
School Child ◽  
After School

Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings

1993 ◽  
Vol 5 (1-2) ◽  
pp. 243-262 ◽  
Author(s):  
John B. Reid
Keyword(s):  
Elementary School ◽  
Conduct Disorder ◽  
After School ◽  
Developmental Approach ◽  
The Family ◽  
Before And After ◽  
Early Elementary School ◽  
Research Findings ◽  
Treatment Research ◽  
Family Setting

AbstractIn this paper, both longitudinal and treatment studies relevant to conduct disorder (CD) are reviewed, and a developmental approach to its prevention is presented. Outcome studies for the treatment of CD and antisocial behavior are first reviewed to demonstrate that, although none have been entirely successful, many interventions have powerful effects on various symptoms that comprise the disorder, highly predictive antecedents, and risk factors. Second, the development of CD and the potency and interrelationship among antecedent and mediating variables is traced through the preschool and early elementary school years. Third, an attempt is made to synthesize the developmental and treatment research findings to suggest possible integrations of interventions that are promising for future preventive trials in the preschool and elementary school periods. It is concluded that, whereas before the entry to school preventive interventions targeted entirely in the family setting may prove successful, after the transition to school multisetting interventions will be essential. Finally, three examples of new and multisetting prevention trials are briefly described.

scholarly journals Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

2018 ◽  
Vol 13 (3) ◽  
pp. 111-135
Author(s):  
Virginia L. J. Bolshakova ◽  
John Gieng ◽  
C. Sheena Sidhu ◽  
Mary Vollinger ◽  
Lorena Gimeno ◽  
...  
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Low Income ◽  
Essential Elements ◽  
After School ◽  
Ideal Space ◽  
School Garden ◽  
Healthy Living ◽  
Living Curriculum ◽  
School Youth

School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.

scholarly journals Building Family Partnerships in a Catholic School by Connecting After-School and Home with Mathematics

2021 ◽  
Vol 24 (2) ◽  
pp. 159-169
Author(s):  
Bilge Cerezci ◽  
Keyword(s):  
Elementary School ◽  
Catholic School ◽  
After School ◽  
Motivation To Learn ◽  
School Program ◽  
Urban Neighborhood ◽  
Mathematical Development ◽  
Family Partnerships ◽  
After School Program ◽  
Mathematics Program

Parents need guidance, support, and motivation to learn how to support their young children’s mathematical development in ways that are more foundational and effective. The In Addition Afterschool Mathematics Program serves 24 students in grades 3, 4, and 5 and their parents in an urban neighborhood at a Catholic elementary school. In the In Addition Afterschool Mathematics Program, we see families as partners and build our after-school program around supporting mathematics thinking and discoveries by engaging the whole family.

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