scholarly journals The Effect of School Sand Play Group Counseling on the Aggression, Problem Behavior, Impulsiveness, and Interpersonal Characteristics of Elementary School Students with Hostile Peer Relationships: A Preliminary Study

2021 ◽  
Vol 3 (2) ◽  
pp. 114-124
Author(s):  
Moon-Ju Jeon ◽  
Hyeon-Jeong Kwak
Keyword(s):  
Elementary School ◽  
Problem Behavior ◽  
Elementary School Students ◽  
Peer Relationships ◽  
Group Counseling ◽  
School Students ◽  
Preliminary Study ◽  
Interpersonal Characteristics ◽  
Play Group

The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students

2014 ◽  
Vol 17 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Leila M. Miller ◽  
Brad A. Dufrene ◽  
Heather E. Sterling ◽  
D. Joe Olmi ◽  
Erica Bachmayer
Keyword(s):  
Elementary School ◽  
Problem Behavior ◽  
Elementary School Students ◽  
Academic Engagement ◽  
School Students

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN TERPADU BERBASIS BUDAYA UNTUK MENINGKATKAN APRESIASI SISWA TERHADAP BUDAYA LOKAL

2010 ◽  
Vol 2 (2) ◽  
Author(s):  
Alexon & Nana Syaodih Sukmadinata
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Elementary School Students ◽  
Model Development ◽  
Learning Model ◽  
Local Culture ◽  
School Students ◽  
Teachers And Students ◽  
Preliminary Study

Abstract: Developing a Culture-Based Integrated Learning Model to ImproveStudents’ Appreciation of Local Culture. This study aims to develop a social studylearning model for elementary school students that can help them master subjectmatters as an effort to improve their appreciation of local culture, using an R & Dapproach consisting of three steps: preliminary study, model development andmodel validation. The subjects were teachers and students of elementary schools inBengkulu Province, Sumatra. The results show that the Culture-Based IntegratedLearning Model (CBILM) is an appropriate learning model to help students mastersubject matters as an effort to improve their appreciation of local culture. CBILM ismore capable of significantly improving students’ appreciation of local culture andtheir mastery of subject matters than the currently existing learning model.Keywords: learning model, social studies for elementary schools, cultureappreciation

scholarly journals Improving Peer Relations of Elementary School Students through a School Gardening Program

2014 ◽  
Vol 24 (2) ◽  
pp. 181-187 ◽  
Author(s):  
Seong-Sil Kim ◽  
Sin-Ae Park ◽  
Ki-Cheol Son
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Peer Relationships ◽  
Social Relationships ◽  
Peer Relations ◽  
Sixth Grade ◽  
Peer Status ◽  
Control Group ◽  
School Students ◽  
School Gardening

For older elementary school students, amicable peer relationships are important to meeting developmental challenges, such as socialization. Thus, in this study, the effectiveness of a school gardening program to promote positive social relationships among elementary school students was assessed. The participants in this study were fifth and sixth grade students from four elementary schools in Wonju, South Korea. The experimental and control groups consisted of 123 students each (total 246) from fifth and sixth grade classrooms. The gardening program included a range of activities, such as sowing seeds and harvesting produce, and was designed to improve peer status, peer relations, and sociality. The program was embedded in the school curriculum; sessions were 90 minutes per week for 10 weeks from 16 April through 25 June 2012. The results revealed the school gardening program brought about meaningful differences in both persistence of friendship (P = 0.04) and adaptability between friends (P = 0.03), which were subcategories of peer relationships, in the experimental group. There were also significant improvements in sociality (P < 0.001) and its various subcategories, especially in law-abiding (P < 0.001) and collaboration (P < 0.001). Finally, the peer status results showed that there was significantly a greater increase in the peer status after the school gardening program, but there was no significant change in the control group. In conclusion, the school gardening program for elementary school students had a positive influence on peer relationships, sociality, and peer status. Implementing a garden program in schools will effectively contribute to the improvement of social relationships among elementary school students.

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