Awareness of Informal Space: A Longitudinal Analysis

1974 ◽  
Vol 39 (2) ◽  
pp. 735-738 ◽  
Author(s):  
Joseph A. Scott
Keyword(s):  
Elementary School ◽  
School Children ◽  
Longitudinal Analysis ◽  
Grade Level ◽  
Elementary School Children ◽  
Chance Level ◽  
Third Grade ◽  
Interpersonal Distance

The grade level at which children become aware of the meaning of interpersonal distance was identified. Photographs showing pairs of adults at the intimate, personal, social, and public distances identified by Hall (1966) were shown to 80 elementary school children. The children, in kindergarten through third grade ( ns = 20), were asked which of four communications corresponding to the above distances were in progress: a secret, discussion of dinner, directions to a store, or a call to dinner. Success in identifying the type of communication was directly related to grade level. Kindergarteners performed at chance level, but success in identification increased thereafter through third grade. However, the meanings of the four distances are not learned en masse. Public distance is identified earliest, intimate distance next, with the intermediate distances being identified last.

Music Listening Preferences of Elementary School Children

1974 ◽  
Vol 22 (4) ◽  
pp. 284-291 ◽  
Author(s):  
R. Douglas Greer ◽  
Laura G. Dorow ◽  
Andrew Randall
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Rock Music ◽  
Music Listening ◽  
Music Preferences ◽  
Grade Levels ◽  
Elementary Grade ◽  
Reinforcement Device

Nonverbal tests using an episodic reinforcement device were conducted to ascertain the music preferences of children in elementary grade levels. The tests also provided data on listening attention span in these grades. Results indicated a growing preference for rock music over nonrock music with advancing grade level, with a critical change observable between third and fourth grade levels

Generalization From Physical Education to Recess During an Elementary Sport Education Season

2021 ◽  
pp. 1-10
Author(s):  
Shu Cheng ◽  
Rosalie Coolkens ◽  
Phillip Ward ◽  
Peter Iserbyt
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Third Grade ◽  
Voluntary Participation ◽  
Sport Education ◽  
Promising Strategy

Purpose: Our purpose was to investigate the effect of generalization of participation in parkour from physical education classes to organized parkour recess. Methods: A total of 143 (64 girls and 79 boys) third-grade elementary school children received a 12-lesson parkour sport education season in physical education. Voluntary participation in five organized parkour recess sessions was investigated. Moderate to vigorous physical activity (MVPA) data in physical education, organized parkour recess, and traditional recess were collected. Results: Girls participated significantly more in organized parkour recess compared with boys (53% vs. 35%, p = .034). Boys achieved significantly higher MVPA than girls in physical education (47% vs. 42%, p = .045), organized parkour recess (73% vs. 65%, p = .003), and traditional recess (56% vs. 36%, p < .001). Children generated on average 22% of MVPA through performing parkour-specific skills in organized parkour recess. Conclusion: Generalization of participation from physical education classes to organized recess programs is a promising strategy to increase children’s daily MVPA.

Disfluency Behavior of Elementary School Stutterers and Non-Stutterers: The Adaptation Effect

1968 ◽  
Vol 11 (3) ◽  
pp. 622-630 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Sixth Grade ◽  
First Grade ◽  
Adaptation Effect ◽  
Speaking Task

A group of 184 elementary school children, 92 stutterers and 92 matched nonstutterers, performed a speaking task three times consecutively. Kindergarten and first grade children repeated a series of sentences, and the second through sixth grade children read a passage. Both the stutterers and the nonstutterers exhibited the adaptation effect. Both adapted proportionally to approximately the same degree. There was no tendency in either group for the degree of adaptation to vary as a function of grade level. Whether or not a child exhibited the adaptation effect appeared to be more closely related to how disfluent he was on his first performance of the task than to whether he had been labeled as a stutterer or a nonstutterer. Our results indictate that adaptation is not unique to stutterers, but is to be found also in normal speakers. Several implications are discussed.

scholarly journals A cross-sectional analysis of refractive error prevalence and associated factors among elementary school children in Hawassa, Ethiopia

2021 ◽  
Vol 49 (3) ◽  
pp. 030006052199889
Author(s):  
Kindie Desta Alem ◽  
Elias Abera Gebru
Keyword(s):  
Elementary School ◽  
Family History ◽  
School Children ◽  
Refractive Error ◽  
Grade Level ◽  
Elementary School Children ◽  
Associated Factors ◽  
Positive Family History ◽  
School Type ◽  
Cross Sectional

Objective This study assessed the prevalence of refractive error (RE) and its associated factors among elementary school children in Hawassa, Ethiopia. Methods In this school-based cross-sectional study, a random selection technique with proportional allocation was used to ensure a representative sample of students. Survey questionnaires were used to collect sociodemographic, environmental, and family history data. Clinical examinations were performed to assess RE and ocular health. Associations between dependent and independent variables were computed using adjusted odds ratios (AORs) and 95% confidence intervals (CIs). Results Overall, 529 children participated in this study, with a response rate of 95.5% (529/554). Most participants were aged ≥12 years (337 [63.7%]), in grade levels 5 to 8 (307 [58%]), and attended public schools (366 [69.2%]). RE prevalence was 12.9% (95% CI: 10.0–16.1). Higher grade level (AOR=3.18, 95% CI: 1.68–5.97), positive family history of RE (AOR=3.69, 95% CI: 1.57–8.67), lack of paternal formal education (AOR=3.25, 95% CI: 1.20–8.77), and public school attendance (AOR=3.33, 95% CI: 1.52–7.27) were factors significantly associated with RE. Conclusions RE prevalence among elementary school children in Hawassa was higher than in previous reports. Grade level, family history, paternal education level, and school type significantly influenced RE status.

Upper-elementary-school children use statistics

1962 ◽  
Vol 9 (4) ◽  
pp. 212-214
Author(s):  
Leonard S. Cahen
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Upper Elementary ◽  
Lower Grade ◽  
Talented Student ◽  
Upper Elementary School ◽  
Grade Levels ◽  
Teaching Technique

This article will describe a teaching technique for enriching the arithmetic experiences of upper-elementary- (seventh and eighth grades) school children. While the technique is designed for the more talented student at this grade level, it can be adapted for use with all students. It could also be modified for students at lower grade levels.

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