The purpose of this study was to investigate the reaction time and speed of movement of the dominant and non-dominant arms of elementary-school boys and girls.

Being the victim of school bullying is associated with many negative outcomes, including depression, anxiety, substance abuse, school refusal, and suicide. Peer bystanders are present in the majority of bullying situations and bystander intervention has been found to be very important in ending a bullying incident. However, most of the time bystanders do not step in to help the victim. The present study investigated the impact of parent and family influences on children’s bystander behavior. Seventy-three third- through sixth-grade students were given a questionnaire that asked about their behavior in bullying situations (engaging in bullying behavior, helping or encouraging the bully, defending the victim, or staying away from the situation altogether). Their mothers completed three questionnaires that evaluated symptoms of depression, quality of the parent-child relationship, and parent responses and experiences of anger. Key findings were: (a) parents who were more frustrated with their relationship with their children had children who were less likely to help their peers and were more likely to stay out of the incident. (b) children whose parents were less satisfied with their school were more likely to engage in bullying behavior; (c) the way parents expressed and controlled their own anger predicted whether or not their child would defend a peer; and (d) older children were both more likely to defend their peers and more likely remain uninvolved.

No description available.

The purpose of this study is to analyze the musical tastes of the primary children in ten schools within a radius of fifty miles of Bellevue, Texas.

After 4 decades and a large body of research on children's academic success, there is still a need to understand how to increase children's academic performance. Researchers agree that the key component to elementary school children's academic success is parental involvement. However, little is known on how to increase parental involvement and the characteristics of the parents who participate in their children's education. This quantitative study examined 2 parental characteristics, parents' internal attachment patterns and parenting styles, and their relationship with parental involvement and children's academic success. Bowlby's theory of attachment and Baumrind's parenting typologies served as the theoretical framework. Parents who have a child between 7 and 11 years of age (n = 85) from two different western cities completed an online survey via Survey Monkey that consisted of Relationship Scales Questionnaire, Parenting Style Scale, the Parent and School Survey, and a Grade Questionnaire. Linear regression was used to determine if parental involvement mediates the relationship between parents' internal attachment patterns (independent variable Model A) and children's academic success and if parental involvement mediates the relationship between parenting styles (independent variable Model B) and children's academic success. The study found that parental involvement does mediate the relationship between parents' internal attachment patterns and children's academic success. Parental involvement also mediates the relationship between parenting styles and children's academic success. Positive social change includes having a better understanding for increasing academic performance for elementary school children.

The focus of this study is on the development of an original script designed to introduce concepts of structural and transactional analysis to elementary school children. Included in Chapter One are reviews of Transactional Analysis and the PAC communication model. Classroom application of Transactional Analysis principles is examined in Chapter Two. Chapter Three examines needs and characteristics of young children. Qualities of good children's literature are discussed in relationship to the selection and explication of script material. The manuscript appears in Appendix B. This report accepts evidence that Transactional Analysis training can be an additive part of the elementary school curriculum. It further proposes that story material conscientiously designed for young children could prove effective and entertaining training vehicles for Transactional Analysis concepts.

TITLE Influence of the obligatory swimming course on flexibility of children in younger school age at Hostýnská Primary School AUTHOR Kate ina Merrelová DEPARTMENT Department of physical education SUPERVISOR PaedDr. Irena Svobodová ABSTRACT This Master thesis aims at flexibility of children in younger school age. Specifically, to determine the effect of basic swimming course on the joint mobility of younger school age. We will use verified tests for joint mobility for this detection. The testing will take place twice. The first time it will be at the beginning of the swimming course and the second time it will be after two months of ongoing swimming course. The tested group will consist of pupils from the Hostýnská Primary School who have participated in the swimming course. Boys and girls will be represented equally. The theoretical part will focus on the characteristics of younger school age, the characteristics of motor skills, especially on flexibility and swimming and swimming training. The practical part will be devoted to the description of research and analysis of the results of individual tests. KEYWORDS Swimming course, coordination, flexibility, children, Junior classes of Primary School

The purpose of this study was to improve my teaching practice, as well as my second grade students' success with two-digit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre- and post-test results showed an overall shift toward more positive mathematics attitudes, as well as increased academic achievement with two-digit addition concepts. Students also demonstrated changes in the ways they used the manipulatives, as well as how they explained their solutions to two-digit addition problems.

No description available.

本研究旨在探討國小二年級兒童才藝補習、父母教育期望與幸福感的關係。主要目的有七：一、瞭解目前台北市國小二年級兒童參加才藝補習的概況。二、瞭解目前有參加才藝補習的台北市國小二年級兒童其父母教育期望現況。三、瞭解目前有參加才藝補習的台北市國小二年級兒童幸福感的概況。四、探討不同性別、家庭社經地位，國小二年級兒童參加才藝補習的概況及其間之差異。五、探討不同父母教育期望，國小二年級兒童參加才藝補習的概況及其間之差異。六、探討國小二年級兒童參加才藝補習的不同，其幸福感有差異。七、探討背景變項、父母教育期望、兒童才藝補習對國小二年級兒童幸福感的預測力。 本研究採問卷調查法，以台北市十二個行政區之公立國小二年級兒童及其家長為研究對象，蒐集到有效樣本275對。使用的工具包括「個人基本資料調查表」、「兒童才藝補習調查問卷」、「父母教育期望量表」及「國小二年級兒童幸福感量表」。在資料處理方面，以描述統計、T檢定、卡方獨立性考驗、單因子變異數分析以及多元迴歸分析考驗研究假設，並進行分析，主要發現如下： 一、有參加才藝補習台北市國小二年級兒童其父母教育期望屬「中、高期望」。 二、目前台北市國小二年級兒童才藝補習漸增，且較重視知識型才藝補習。 三、有參加才藝補習的台北市國小二年級兒童幸福感大致良好，有「中等以上」程度。 四、背景變項對兒童才藝補習的關係，受家庭社經地位影響最大。 五、父母教育期望對兒童才藝補習並無顯著影響。 六、兒童才藝補習與兒童幸福感無顯著差異。 七、在背景變項、父母教育期望、兒童才藝補習對國小二年級兒童幸福感的預測力中，只有「同時參加知識型與運動型」的才藝補習對幸福感有預測力。 / The purpose of this study was to explore the relationship anomg After-School learning, educational expectation of parents and Well-being of Elementary School Children. The main purposes of this study were as follows： 1. Understanding of the current Taipei in second grade children to participate in an overview of after-school learning, educational expectations of their parents , and well-being. 2. Analyzing the differences of the after-school learning influenced by different gender, family socio-economic status, and educational expectaion. 3. Exploring second-grade children participated in different after-school learning classes, the difference between their well-being 4. Understanding the predictions of well-being of second grade children influenced by gender, socioeconomic status, educational expectation, and after-school learning. The questionnaire survey was adopted. By means of the random sampling, 275 students and their parents were chosen from the second grade in 12 Taipei municipal elementary schools as the objects of the study. The instruments used in the study were “Basic Information Questionnaire”, “After-School Learning Inventory”, “Educational Expectations Scale” ,and “Children Well-being Scale”. The statistical methods used to analyze the data were descriptive statistics, t-test, Chi-square test of independence, one-way anova, and multiple regression analysis. The results go as follows： 1. The second grade elementary school children participating in after-school learning classes, their parents looked forward to ”middle and high expectations”. 2. The second grade elementary school children participated in more and more after-school learning, especially knowledge-based after-school learning classes. 3. The well-being of second grade elementary school children participating in after -school learnig was above average. 4. The difference of the after-school learning are influenced by different background variables, especially socioeconomic. 5. There were no differences between educational expectation of parents and after-school learning. 6. There were no differences between after-school learning and well-being of elementary school children. 7. Participating in knowledge-based and sports-based after-school learning classes at the same time could predict well-being of second grade elementary school children.