BACKGROUND: Food and nutrition literacy is a newly emerged concept to connect food-related knowledge and skills to healthy diets. Its promotion is important to protect children as they eat too many low-nutrient, high-energy foods. Food and nutrition literacy promotion needs multi-dimensional interventions. In the process of developing an intervention to promote food and nutrition literacy, the present review protocol aims to critically examine the evidence in the area of school-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children. METHODS: We will search PubMed/MEDLINE, EMBASE, Web of Science, CENTRAL, and ProQuest (from inception onwards). Additional studies will be identified through manual searching of reference lists. Quantitative studies (e.g., randomized controlled trial, quasi-randomized trials, and cluster randomized trials) evaluating the effect of interventions to promote food and nutrition literacy in elementary school children (5-12 years old) will be included. Main outcomes will be food and nutrition literacy at functional, interactive, and critical levels. Secondary outcomes will be dietary intake indicators (e.g., healthy eating index, DDS) and health outcome measures (e.g., reduction in BMI and less weight gain). Two reviewers will independently screen all citations, full-text articles, and abstract data. Potential conflicts will be resolved through discussion. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, we will conduct random effects meta-analysis. The quality of the included studies will separately evaluate using the validated Quality Assessment Tool for Quantitative Studies, developed by the Effective Public Health Practice Project (EPHPP). Data will be extracted by two reviewers from the identified relevant literature. Standard data synthesis and analysis will be used for the review. DISCUSSION: This systematic review will summarize the evidence regarding the components, implementation methods, and effectiveness of the interventions of food and nutrition literacy promotion in elementary school children. The results of this review will provide a useful reference for policymakers and curriculum developers to assess education curricula and develop practical learning and teaching strategies to improve students' food and nutrition literacy. SYSTEMATIC REVIEW REGISTRATION: PROSPERO (CRD42019135118).
This article investigates to what extent disrupted schooling and dropout affects children's acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries' remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.
Carolina Alban Conto, Spogmai Akseer, Thomas Dreesen et al.
Learning difficulties represent a significant problem for children that needs to be identified and diagnosed in a timely manner. This paper describes the three most common learning difficulties encountered in younger school-aged children, namely: dyslexia, dysgraphia, and dyscalculia. In addition to a detailed analysis of the aforementioned difficulties, this paper will also discuss the relationships between children with specific learning difficulties and their peers and teachers. All of the above constitutes the theoretical part of this master's thesis. Тhe methodological part of the research will analyze and describe relevant scientific studies on the topic of specific learning difficulties in younger school-aged children. In this master's thesis, we will attempt to determine the importance of timely diagnosis and treatment of children who have problems with reading, writing, calculation, and speech, in order to address these issues as quickly and efficiently as possible from a professional standpoint, thus contributing to the children's success in mastering school material. Additionally, the importance of examining how specific learning difficulties (SLDs) affect the child's emotions, behavior, and environment will be explored. Methods used include descriptive, analytical, comparative, and theoretical-methodological approaches. The general hypothesis that children with specific learning difficulties require multidisciplinary support due to psychological, behavioral, and emotional challenges, with the key role of teachers and parents, has been fully confirmed.
Background: Health literacy is described as a means to obtain new information and reach more positive attitudes, more competence, positive health behaviors and better health outcomes. Social media use and self-directed learning with technology affecting health literacy of children. Objectives: This study is to examine the effect of social media and their self-directed learning with technology on health literacy. Methods: The study was conducted with a total of 507 students from two secondary schools located in Turkey's Aegean region. Descriptive Information Form”, “Social Media Purpose Use Scale”, “Self-Directed Learning with Technology Scale” and “Health Literacy Scale for School-Aged Children” were used as data collection tools. Results: Result of the regression analysis showed, there was a positive moderate significant correlation between the mean total scores of the purpose of social media use (β =.60, p <.001) and health literacy there was a positive moderate significant correlation between self-directed learning with technology (β =.58, p <.001) and health literacy. The health literacy of the students was mostly affected from the mean total scores of the purpose of social media use and the self-directed learning with technology, respectively. It was found that 46% (F = 215.872, p < .001) of the factors affecting the health literacy in the overall model could be accounted by the purpose of social media use and self-directed learning with technology. Conclusion: It is reported that there is a positive significant correlation between health literacy of the children and the purposes of social media use and self-directed learning with technology.
Dıjle Ayar, İ̇lknur Bektaş, Aslı Akdeniz Kudubeş et al.
Multiplication is one of the challenges that is quite difficult for elementary school students because it requires the ability to understand concepts and memorize. Students have been introduced to the concept of basic multiplication in grade III. But in practice, children still have trouble remembering simple multiplications. The purpose of this study is to find out whether the multiplication learning outcomes of third grade elementary school students are influenced by the Jarimatika approach. This study uses a quantitative approach with a Posttest-only control design and a quasi-experimental design. Two groups participated in this study: the experimental group, which will apply the Jarimatika method to third-grade children at SDN Dawu 2, and the control group, which will not apply the Jarimatika method to third-grade students at SDN Wonokerto 1. Multiple-choice posttest is the data collection method used in this study. Test instrument testing, prerequisite testing, and hypothesis testing are the data analysis methods used. The calculation of the Independent Sample t-Test yielded a significance value of < 0.05, or 0.002, based on the data. Further, t count > t table was also found, which was 3.465 > 2.048, indicating that H 0 was rejected and H 1 was accepted. Thus, it can be said that the learning outcomes of third-grade children are influenced by the Jarimatika technique.
Parental involvement plays a vital role in shaping the academic and emotional development of primary school children. This paper presents a field-based sociological study conducted in a rural government school in India, focusing on the connection between parental engagement and student learning outcomes. Through direct observation as an Assistant Teacher, I examine how students from households with active parental support outperform their peers in comprehension, homework completion, and classroom confidence. The study highlights key challenges faced by rural families, including low literacy levels, time constraints due to labor-intensive work, and lack of awareness. It also discusses how school-based initiatives, Saturday activities, and community engagement programs serve to bridge the home-school gap. Using real case examples and sociological theory, the paper concludes that parental involvement is a social factor deeply tied to educational inequality and offers practical suggestions to foster inclusive learning environments in rural areas.
Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators’ views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children’s diverse needs.
Franziska Vogt, Bernhard Hauser, Рита Стеблер et al.
The purpose of this study is to identify the effect of technology-based learning on the learning motivation of students at Buddha Dharma Jaya Sunday School. The issues faced by children at the Sunday school include a lack of active participation in the monastery, insufficient motivation or encouragement from parents to engage in monastery activities, and a lack of concentration in learning. This research employs a survey method involving 48 respondents who are children from Buddha Dharma Jaya Sunday School at Jina Marga Dipa Vihara in 2024. The results of the data analysis indicate that the learning motivation variable is categorized as high. Through simple linear regression analysis, it was found that technology-based learning has a positive effect on the learning motivation of Sunday school children. These findings suggest that the integration of technology in the learning process can enhance student engagement and motivation, which in turn can contribute to better learning outcomes. This study provides important insights for educators and monastery administrators in designing more effective and engaging learning strategies for children.
Tiara Anggelitha, Widiyanto Widiyanto, Juni Suryanadi et al.
BACKGROUND: Asthma is a common respiratory condition in children that is characterised by symptoms including wheeze, shortness of breath, chest tightness, and cough. Children with asthma may be able to manage their condition more effectively by improving inhaler technique, and by recognising and responding to symptoms. Schools offer a potentially supportive environment for delivering interventions aimed at improving self-management skills among children. The educational ethos aligns with skill and knowledge acquisition and makes it easier to reach children with asthma who do not regularly engage with primary care. Given the multi-faceted nature of self-management interventions, there is a need to understand the combination of intervention features that are associated with successful delivery of asthma self-management programmes. OBJECTIVES: This review has two primary objectives.• To identify the intervention features that are aligned with successful intervention implementation.• To assess effectiveness of school-based interventions provided to improve asthma self-management among children.We addressed the first objective by performing qualitative comparative analysis (QCA), a synthesis method described in depth later, of process evaluation studies to identify the combination of intervention components and processes that are aligned with successful intervention implementation.We pursued the second objective by undertaking meta-analyses of outcomes reported by outcome evaluation studies. We explored the link between how well an intervention is implemented and its effectiveness by using separate models, as well as by undertaking additional subgroup analyses. SEARCH METHODS: We searched the Cochrane Airways Trials Register for randomised studies. To identify eligible process evaluation studies, we searched MEDLINE, Embase, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, the Cochrane Database of Systematic Reviews (CDSR), Web of Knowledge, the Database of Promoting Health Effectiveness Reviews (DoPHER), the Database of Abstracts of Reviews of Effects (DARE), the International Biography of Social Science (IBSS), Bibliomap, Health Technology Assessment (HTA), Applied Social Sciences Index and Abstracts (ASSIA), and Sociological Abstracts (SocAbs). We conducted the latest search on 28 August 2017. SELECTION CRITERIA: Participants were school-aged children with asthma who received the intervention in school. Interventions were eligible if their purpose was to help children improve management of their asthma by increasing knowledge, enhancing skills, or changing behaviour. Studies relevant to our first objective could be based on an experimental or quasi-experimental design and could use qualitative or quantitative methods of data collection. For the second objective we included randomised controlled trials (RCTs) where children were allocated individually or in clusters (e.g. classrooms or schools) to self-management interventions or no intervention control. DATA COLLECTION AND ANALYSIS: We used qualitative comparative analysis (QCA) to identify intervention features that lead to successful implementation of asthma self-management interventions. We measured implementation success by reviewing reports of attrition, intervention dosage, and treatment adherence, irrespective of effects of the interventions.To measure the effects of interventions, we combined data from eligible studies for our primary outcomes: admission to hospital, emergency department (ED) visits, absence from school, and days of restricted activity due to asthma symptoms. Secondary outcomes included unplanned visits to healthcare providers, daytime and night-time symptoms, use of reliever therapies, and health-related quality of life as measured by the Asthma Quality of Life Questionnaire (AQLQ). MAIN RESULTS: We included 55 studies in the review. Thirty-three studies in 14,174 children provided information for the QCA, and 33 RCTs in 12,623 children measured the effects of interventions. Eleven studies contributed to both the QCA and the analysis of effectiveness. Most studies were conducted in North America in socially disadvantaged populations. High school students were better represented among studies contributing to the QCA than in studies contributing to effectiveness evaluations, which more commonly included younger elementary and junior high school students. The interventions all attempted to improve knowledge of asthma, its triggers, and stressed the importance of regular practitioner review, although there was variation in how they were delivered.QCA results highlighted the importance of an intervention being theory driven, along with the importance of factors such as parent involvement, child satisfaction, and running the intervention outside the child's own time as drivers of successful implementation.Compared with no intervention, school-based self-management interventions probably reduce mean hospitalisations by an average of about 0.16 admissions per child over 12 months (SMD -0.19, 95% CI -0.35 to -0.04; 1873 participants; 6 studies, moderate certainty evidence). They may reduce the number of children who visit EDs from 7.5% to 5.4% over 12 months (OR 0.70, 95% CI 0.53 to 0.92; 3883 participants; 13 studies, low certainty evidence), and probably reduce unplanned visits to hospitals or primary care from 26% to 21% at 6 to 9 months (OR 0.74, 95% CI 0.60 to 0.90; 3490 participants; 5 studies, moderate certainty evidence). Self-management interventions probably reduce the number of days of restricted activity by just under half a day over a two-week period (MD 0.38 days 95% CI -0.41 to -0.18; 1852 participants; 3 studies, moderate certainty evidence). Effects of interventions on school absence are uncertain due to the variation between the results of the studies (MD 0.4 fewer school days missed per year with self-management (-1.25 to 0.45; 4609 participants; 10 studies, low certainty evidence). Evidence is insufficient to show whether the requirement for reliever medications is affected by these interventions (OR 0.52, 95% CI 0.15 to 1.81; 437 participants; 2 studies; very low-certainty evidence). Self-management interventions probably improve children's asthma-related quality of life by a small amount (MD 0.36 units higher on the Paediatric AQLQ(95% CI 0.06 to 0.64; 2587 participants; 7 studies, moderate certainty evidence). AUTHORS' CONCLUSIONS: School-based asthma self-management interventions probably reduce hospital admission and may slightly reduce ED attendance, although their impact on school attendance could not be measured reliably. They may also reduce the number of days where children experience asthma symptoms, and probably lead to small improvements in asthma-related quality of life. Many of the studies tested the intervention in younger children from socially disadvantaged populations. Interventions that had a theoretical framework, engaged parents and were run outside of children's free time were associated with successful implementation.
Katherine Harris, Dylan Kneale, Toby J Lasserson et al.
INTRODUCTION Bullying is a widespread challenge in many schools and communities and has a detrimental influence on school and students' right to learn in a secure and healthy environment without any worry and fear. It is a problem that affects all pupils, the bullies, the victims, and the persons who witness the act of violence. The researcher, an elementary grade teacher, has been alarmed to see young bullies in the classroom. Likewise, she has observed how educators struggle to stop or even just control it. Bullying in the classroom prevents students from learning and teachers from teaching (Beane, 1999). Generally, the practice of bullying may have an impact on bully students’ learning outcomes. This serious problem has led her to come up with this study. METHODS This study adopted a descriptive survey design in its attempt to determine, describe, and analyze the bullying practices done by the bullies and their learning outcomes. Bullies were identified through the anecdotal record given by the school guidance advocate. This anecdotal record contained the name of the pupil, his/her grade and section, and adviser. It also included the brief anecdote of the pupil as well as the observer, date, and place of incidents. The study was entirely based on a survey using a questionnaire. RESULTS The results of a survey questionnaire on the extent of bullying practiced by the bullies revealed that most of the bullies had a moderate and high extent of bullying practices. Bullies also had satisfactory and fairly satisfactory in terms of their learning outcomes. With respect to the bullying practices of the bullies as a form of barrier in their learning outcomes, it was statistically significant based on the computed chi-square, since the value of 7.02 was higher than the critical value of 5.991 at 0.05 level of significance. DISCUSSIONS Since the findings denote that bullying practices are forms of a barrier to pupils’ learning, it is evident that bullying is a complex and multi-determined issue. As such, in-depth and integrated strategies and programs are needed to address the problem. The school, through the help of teachers, expects to give more enrichment activities to bullies to block bullying incidents. It is also necessary to provide guidance and counseling to children, particularly to those who do not have their parents with them. Implementation of intervention programs for bullies is also needed to prevent bullying from school and to enhance pupils' learning outcomes.
