This study was selected to determine the relation of reading readiness to the mental, physical, personal, and social factors of a group of low first-grade pupils of the Plano Elementary School, Plano, Texas during the first five months of the school year 1949-1950. This study involves consideration of (1) mental readiness, (2) physical readiness, and (3) personal and social readiness as factors of child development.

The purpose of this study was (1) to investigate the changes in sociometric status that resulted when first grade children were taught some art or craft that they could teach to others in their class, (2) to note concomitant behavior changes as reported by their teachers and as noted by their experimenter, and (3) to compare the distribution and increase of decrease of votes received, votes given and mutual attractions in experimental groups with a control group.

The problem of this investigation was two fold: first, to obtain information on available auditory and visual aids adaptable to teaching reading on the low-first-grade level; and second, to determine the progress in general reading efficiency of three groups of beginning readers who were taught by three different methods.

The purpose of this study is to determine the extent, if any, to which the Summer Round Up Program, as planned and executed by the North Elementary School of Odessa, Texas, helped the first-grade children adjust to school life.

The purposes of this study were 1) to ascertain the effectiveness of puppets with instructional media in oral language development of culturally disadvantaged first-grade children, and 2) to derive the implications of this effect for instructors, teachers, and volunteers working in programs for the culturally disadvantaged child.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

M.Ed. / Eleven official languages are distinguished in South Africa. Although multilingualism is characteristic of the South African society, it is still a relatively new phenomenon in South African public schools. For the teacher it offers a multilingual classroom - a great challenge on account of the unfamiliar phenomenon. Many demands are made on the teacher's skills in order to accompany pupils whose home language may differ from the medium of education. Most teachers do not, however, possess the necessary skills and they apply a "hit-and-miss" method in order to accompany these pupils adequately. This presents a special challenge, particularly to the grade one teacher, since grade one pupils are expected to express their needs in words. The grade one teacher is therefore self-reliant in accompanying these pupils without receiving any educational accompaniment herself. Hence the teacher finds herself in an educational situation which is dangerously unfamiliar. From the perspective of educational psychology, this educational situation is regarded as hampering to both the child and the teacher. The educational psychologist consequently faces a special challenge to intervene in an effort to ensure that the accompanying process between teacher and pupils goes smoothly. This study aims to explore and describe how the grade one teacher experiences multilingualism and to establish guidelines for the educational psychologist for the accompaniment of grade one teachers in multilingual classrooms. An explorative, descriptive, contextual and qualitative study was carried out with a view p obtain insight and understanding in respect of the grade one teacher and how she experiences multilingualism. The phenomenological interviewing method was used to collect data. The interviews were audiotaped and then transcribed. The sample population consisted of four grade one teachers who were specifically selected for the purpose of the study. The data were processed according to Tesch's method and the services of an independent coder were obtained. The results of the interviews are organised in main categories. These categories are: : i) multilingualism as straneous for the teacher; ii) multilingualism hinders the effective flow of activities in the classroom; and iii) a creative problem solving attitude. Guidelines for the accompaniment of teachers in a multilingual grade one class by the educational psychology are discussed according to the above three categories. This classification was interdependent because, when one aspects is dealt with, another is essentially affected. For this reason, the educational psychologist's accompaniment of the grade one teacher should follow a holistic approach which addresses all three aspects. Finally, it is clear that multilingualism in the grade one class has many facets. In general, it appears that the grade one teacher experiences many constraints and that the educational psychologist can provide meaningful accompaniment.

Esta pesquisa tem como objetivo compreender as vivências da Geografia Escolar pelas crianças no primeiro ano do Ensino Fundamental a partir do seu protagonismo. Inspirada em princípios qualitativos, tem na Etnografia sua base metodológica, enfocando especialmente o trabalho realizado em duas escolas públicas de Juiz de Fora (MG). Assim, busca aproximar-se dos significados que as crianças atribuem a este campo de saber nas práticas escolares, colocando-os em diálogo com alguns discursos adultos constituintes da Geografia Escolar. Tomando como referencial teórico os estudos da infância e, em especial, a Geografia da Infância, traz as vozes das crianças, sujeitos centrais no processo de antecipação do ingresso obrigatório no Ensino Fundamental para os seis anos de idade. Os achados da investigação foram organizados em três campos interpretativos que reorientam o olhar sobre a política de antecipação do ingresso obrigatório no Ensino Fundamental, bem como a Geografia Escolar com crianças. / This work has aimed to understand the experiences of School Geography by children in the first grade of Elementary School from their role. Inspired by qualitative principles, it has in Ethnography its methodological basis, especially focusing on the work carried out in two public schools in Juiz de Fora (MG). Thus, it seeks to approximate the meanings that children attribute to this field of knowledge in school practices, putting them in dialogue with adults speeches constituents of School Geography. Taking as the theoretical reference childhood studies and in particular the Geography of Childhood, it brings children\'s voices, central subjects in anticipation process of compulsory admission to the Elementary school for six years of age. The findings of the investigation were organized in three interpretative fields that redirect the look on anticipating policy of compulsory entry in Elementary Education, as well as the School Geography with children.

In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an integrated curriculum. Writing samples for each child were collected and kept in a portfolio. Participants were interviewed regarding the contents of the portfolio. Children in two of the kindergarten classes were interviewed using 5 samples collected over a 2 1/2 month time period, and all other participants were interviewed using 6 writing samples collected over a 3 month period. Findings indicated that not only did these young children recognize growth in their writing, but they also assessed that growth based on outward, physical features of their writing. The writing ability of each child at the beginning of the study did not appear to affect the child's ability to self-assess writing growth. Children on the first 4 Writing Bands, A, B, C, and D self-assessed using similar criteria. Additional findings suggested that many of these young children knew there was a thought process involved with choosing topics to be written about. The results of this study suggested implications for continued investigations into using self-assessment with young children. For example, it was proposed that varying the learning environment may change the criteria that children use for self-assessment. Further research was recommended that would identify student and teacher behaviors that enhance self-assessment.

No description available.