Search Results (169)

Scientific creativity is a crucial indicator of adolescents’ potential in science and technology, and its automated evaluation plays a vital role in the early identification of innovative talent. To address challenges such as limited sample sizes, high annotation costs, and modality heterogeneity, this study proposes a multimodal assessment method that integrates data augmentation and pseudo-labeling techniques. For the first time, a joint enhancement approach is introduced that combines textual and visual data with a pseudo-labeling strategy to accommodate the characteristics of text–image integration in elementary students’ cognitive expressions. Specifically, SMOTE is employed to expand questionnaire data, EDA is used to enhance hand-drawn text–image data, and text–image semantic alignment is applied to improve sample quality. Additionally, a confidence-driven pseudo-labeling mechanism is incorporated to optimize the use of unlabeled data. Finally, multiple machine learning models are integrated to predict scientific creativity. The results demonstrate the following: 1. Data augmentation significantly increases sample diversity, and the highest accuracy of information alignment was achieved when text and images were matched. 2. The combination of data augmentation and pseudo-labeling mechanisms improves model robustness and generalization. 3. Family environment, parental education, and curiosity are key factors influencing scientific creativity. This study offers a cost-effective and efficient approach for assessing scientific creativity in elementary students and provides practical guidance for fostering their innovative potential. Full article

This study examined the literacy outcomes of 368 deaf elementary students in the United States, focusing on reading and writing performance and their connections with demographic and language variables. Standardized assessment data were analyzed from students in grades 3–6. Results indicated wide variability in reading and writing performance, from scores at a standard deviation above the mean to more than 3 below the mean. There were demonstrated disparities in mean literacy outcomes based on disability status. A strong positive correlation was found between reading and writing scores, suggesting interconnected development of literacy skills. Notably, writing outcomes were consistently higher than reading across analyses. Performance trajectories differed by grade, with literacy gaps widening over time. Gender, race, and hearing level explained 2–3% of the variance in literacy outcomes, while language proficiency (in ASL and/or spoken English) and phonological knowledge (fingerspelled and/or spoken) predicated 55–63% of the models. These findings highlight the need for early accessible language exposure and responsive literacy instruction aligned with deaf learners’ language strengths. Full article

The shortage of skilled professionals in technical fields is further compounded by a lack of qualified teachers in STEM subjects, particularly in craft education, which is vital for developing technical competencies at the elementary level. The present study investigates the professionalisation of teachers in craft education and explores the prevalence and reasons for out-of-field teaching across three German federal states. The data presented herein were collected through an online survey administered in 2023 among teaching professionals in Mecklenburg-Vorpommern, Sachsen, and Thüringen. The questionnaire was disseminated via head teachers to 1467 elementary schools, yielding a self-selection sample of 284 craft education teachers. The survey incorporated both closed- and open-ended questions, encompassing inquiries into teacher qualifications, subject-specific competence, and lesson planning. Quantitative data were analysed descriptively. The evaluation of open-ended responses employed a content-structuring content analysis approach, utilising categories that were inductively developed. The findings indicate that a considerable proportion of craft education is taught by educators who lack formal qualifications, thereby giving rise to concerns regarding the quality of instruction. The underlying factors contributing to this phenomenon include teacher shortages, personal interests, prior experience, and limited professional development opportunities. The findings emphasise the pressing necessity for enhanced teacher education and targeted training programmes to bolster instructional quality in technically oriented subjects. Full article

Readability formulas are mathematical functions that assess the ‘difficulty’ level of a given text. They play a crucial role in aligning educational texts with student reading abilities; however, existing models are often not tailored to specific linguistic or regional contexts. This study aims to develop and evaluate two novel readability formulas specifically designed for the Mexican Spanish language, targeting elementary education levels. The formulas were trained on a corpus of 540 texts drawn from official elementary-level textbooks issued by the Mexican public education system. The first formula was constructed using multiple linear regression, emulating the structure of traditional readability models. The second was derived through genetic programming (GP), a machine learning technique that evolves symbolic expressions based on training data. Both approaches prioritize interpretability and use standard textual features, such as sentence length, word length, and lexical and syntactic complexity. Experimental results show that the proposed formulas outperform several well-established Spanish and non-Spanish readability formulas in distinguishing between grade levels, particularly for early and intermediate stages of elementary education. The GP-based formula achieved the highest alignment with target grade levels while maintaining a clear analytical form. These findings underscore the potential of combining machine learning with interpretable modeling techniques and highlight the importance of linguistic and curricular adaptation in readability assessment tools. Full article

Drawing on data from a three-year longitudinal study of 56 Chinese–Canadian families with early elementary school-aged children, this study explores Chinese immigrant parents’ lived-through emotional experiences of heritage language maintenance (HLM). Informed by Vygotsky’s concept of perezhivanie, thematic analysis of annual interview data reveals the mixed and refracted nature of parental emotions involved in Chinese language preservation and bilingual child-rearing. These emotional experiences were profoundly shaped by the intersection of environmental, personal, and situational factors and were deeply entangled with parents’ perceptions of and attitudes toward their children’s heritage language learning and use at home. The emotional work involved significantly influenced the parents’ language and literacy planning and HLM practices. By foregrounding the emotional dimensions of heritage language education, this study offers important implications for educational stakeholders seeking to support immigrant parents both emotionally and practically in raising bilingual children in the host country. Full article

The present study examines how pre-service teachers’ digital competence influences their acceptance and use of Artificial Intelligence (AI) in educational settings. Employing a quantitative approach via Structural Equation Modelling (SEM), the authors analyzed self-reported data from Early Childhood and Elementary Education students in Andalusian (Spain) universities. The findings indicate that professional engagement is associated with a critical assessment of AI, focusing on pedagogical and ethical considerations, whereas digital content creation skills promote a more positive and proactive attitude toward AI adoption. These results underscore the importance of teacher education programs that combine technical skills with critical thinking to foster responsible AI integration. This study acknowledges limitations, including its regional scope and cross-sectional design and recommends future longitudinal and comparative research to validate and expand these insights. By addressing these gaps, future studies could enhance our understanding of AI adoption in diverse educational contexts. Full article

Background/Objectives: Anemia, particularly iron-deficiency anemia (IDA), and stunting remain notable early childhood public health challenges in Indonesia; however, studies are still scarce. This study aimed to determine the co-occurrence of anemia and stunting (CAS), their prevalence, and the associated factors, as well as to describe the erythrocyte parameters. Methods: Approximately 2200 children aged 6–24 months were identified by midwives to have problematic nutritional status at Bandung Regency, West Java, Indonesia. These children were included in the population frame for a cohort study of vitamin D deficiency, vitamin D binding protein, and its impact on neurodevelopmental functions. A cross-sectional study was nested in the cohort study. The subjects were selected by stratified random sampling of 270 villages to meet the required number of samples. Medical doctors reassessed the anthropometric measurements and performed guided interviews to collect associated factors for IDA and CAS. Erythrocyte profiles of the children were examined from venous blood. Results: One hundred and ninety-four subjects were included in the analysis, among which 54.1% were stunted. Anemia was present in 40.7% of the subjects, largely due to IDA (87.3%). A wasting child and the factor of low paternal education (up to elementary school) were associated with IDA (aOR of 7.12 and aOR of 3.32, p < 0.05, respectively). Co-occurrence of anemia and stunting was found in 41/194 (21.1%) subjects, but it did not show significant association. Conclusions: Anemia and stunting were prevalent among children aged 6–24 months, but no associations were found between anemia and stunting in this study. Iron deficiency was the main cause of anemia, and it was associated with wasting and low paternal education. Full article

Background: With the increasing prevalence of sedentary lifestyles and childhood obesity, physical activity and exercise have emerged as essential pillars of health promotion in childhood. In this context, schools play a fundamental role as key players in the implementation of interventions that promote healthy habits and a more physically active life. Objectives: The purpose of the present study was to conduct a systematic review of the benefits of strength training in primary school students. Methods: The review was carried out using the Web of Science and Scopus databases, following the guidelines of the PRISMA statement and a PICO strategy. The studies were selected according to different inclusion and exclusion criteria, resulting in 11 scientific articles published in English during the last 5 years (2020–2024). The methodological quality of the studies was assessed using the STROBE checklist. Results: The results suggest that strength training with elementary school students improves physical and motor performance variables, as well as cognitive, psychosocial and health variables. Likewise, it can be observed that plyometric strength-training methods and unilateral and combined programs with aerobic and motor skills training are highly effective and favor adherence to physical exercise. This also demonstrates the importance and necessity of developing motor coordination skills from an early age, since they represent a determining factor in strength training as the exercises become more specific and complex. Conclusions: In conclusion, implementing strength training programs in primary education confers several benefits at an integral level for the students and is crucial to improving the lifestyle and quality of life of students. Full article

This study investigated the everyday civic practices of early adolescents (ages 10–12) and explored their civic and prosocial decisions. Researchers conducted focus groups and interviews with elementary students about scenarios involving classmates in need of assistance. Participants were asked which civic and prosocial action they might take (or not take) in each situation and what factors influenced their decision-making. Findings revealed that participants assessed each situation, considering factors such as their ability to help, personal costs associated with helping, and their relationship with the target of the assistance. Other factors included participants’ emerging sense of self-identity and their ability to adopt the perspectives of others. Overall, this study suggested that early adolescents do engage in thoughtful deliberation given their everyday contexts and experiences. Full article

In most developed countries, children’s use of digital media has increased significantly. Concerns about how screen time (ST) affects physical activity (PA), sleep patterns (SL), and overall health habits have prompted further exploration of these associations. This study examined ST, PA, and SL patterns in children aged 3–7 years living in an urban environment. A multicenter prospective cohort study was conducted using the Surveillance of Digital Media Habits in Early Childhood Questionnaire (SMALLQ^®). Parents of 243 children completed the questionnaire, providing data on their children’s ST, SL, and PA habits during weekdays and weekends. A series of ANOVA tests were performed to assess differences in weekday and weekend ST, PA, and SL across age groups and sexes, as well as to compare these results with UN recommendations. The findings revealed a non-significant trend in ST and a significant effect of age group on PA during both weekdays and weekends, as well as on weekend SL. No significant differences based on sex were observed. Additionally, the comparison indicated that 3–5-year-old preschool children exceeded the recommended ST during weekends, while 6–7-year-old first-grade elementary children failed to meet the PA recommendations. These results highlight the critical role of age-related changes in shaping PA and SL behaviors in young children, emphasizing the importance of targeted interventions to foster healthy habits in early childhood. Full article

Background: The harmonious development of gross motor skills (GMSs) is vital for children, fostering their physical, cognitive, and socio-emotional growth. This study aimed to achieve three primary objectives: (1) to establish standardized reference values for all GMS tests conducted; (2) to examine the impact of overweight and obesity on factors influencing the development of GMSs and cardiorespiratory fitness (CRF); and (3) to investigate the relationship between GMSs and CRF levels and body image dissatisfaction among Canadian children from the province of Québec. Methods: The study encompassed 3144 children aged 6 to 12 years (1535 boys and 1609 girls) recruited from 24 elementary schools situated in five urban areas. Anthropometric measurements included body mass, body height, and body mass index (BMI). Physical performance was assessed using a maximal aerobic power test and 12 GMS tests, which comprised two segmental speed tests, four agility tests, two static balance tests, one simple reaction time test, and three coordination tests. Body perception and body image dissatisfaction were evaluated using a silhouette scale featuring two sets of nine drawings depicting a spectrum of body shapes ranging from very thin to obese. Results: Standardized normative values were established for each GMS test. GMSs demonstrated continuous improvement throughout childhood, albeit with a deceleration in progress during later developmental stages. At comparable age, boys generally outperformed girls on tests demanding greater strength, speed, or endurance, whereas girls exhibited superior performance in balance and hand–foot coordination tasks (p ≤ 0.05). However, segmental speed remained equivalent between sexes (p > 0.05). GMS and CRF were significantly influenced by obesity status. Children with a normal BMI demonstrated superior performance compared to their overweight or obese counterparts, particularly in tests requiring body mass displacement (p ≤ 0.05). Conversely, socioeconomic status exhibited no significant impact on body perception in boys (p = 0.106), but it was a notable factor among 6–8-year-old girls from lower socioeconomic backgrounds (p = 0.045). Conclusions: Obesity status is linked to diminished GMS performance, especially in tasks involving body mass movement. These findings underscore the importance of early intervention strategies to encourage an active lifestyle and promote a healthy body composition in children. Full article

Since the COVID-19 pandemic, mental health challenges among children and adolescents in South Korea have intensified with rising rates of depression and suicide. Proactive interventions focusing on mental well-being are needed to address this critical issue. This study examines the effectiveness of the Mindfulness-based Social–Emotional Growth (MSEG) program for enhancing the mental health of elementary school students in Korea. This quasi-experimental study evaluated the impact of the MSEG program on students at an elementary school in Gyeonggi-do, South Korea. A total of 70 students (35 from lower grades [grades 1–3] and 35 from upper grades [grades 4–6]) participated in the 12-week intervention group, while 72 students were in the control group. Pre- and post-intervention assessments measured social–emotional, mindfulness, and clinical domains. The findings revealed significant improvements in emotional regulation across all grades. Lower-grade students showed substantially reduced anxiety and depression, while upper-grade students demonstrated enhanced resilience compared to the control group. These results indicate the potential of the MSEG program to promote early mental health when integrated into elementary school curricula. Further research is needed to adapt the program to diverse educational settings and optimize its effectiveness and impact. Full article

In the last decade, a growing number of schools have begun implementing dual language education (DLE), and studies have shown evidence of the benefits of DLE for elementary education students. However, existing research syntheses do not focus on DLE in the early years (pre-Kindergarten and Kindergarten), considering young bilingual children’s development and learning characteristics. In this paper, a novel conceptual framework is used to explore the extant literature on DLE in the early years moving beyond Bronfenbrenner’s ecological systems theory to consider additional characteristics relating to bilingual children’s development and learning. A systematic literature review was conducted following a rigorous procedure, resulting in nine studies that met the inclusion criteria. Information about each study was coded and analyzed. The results describe the studies’ sample characteristics, research design, and findings organized by students’ academic skills (i.e., language, literacy, and mathematics), dual language classroom practices, and parents’ perceptions of DLE. This paper highlights current knowledge of DLE programs in the early years, identifies gaps, and offers recommendations for future research, policy, and practice. Full article

Background/Objectives: Chlamydia trachomatis (Ct) is a common pathogen causing urogenital, anal, oral, and ocular infections. Although extensive vaccine efforts have been underway for decades, there is no licensed vaccine available to prevent human Ct infection. Polymorphic membrane protein D (PmpD) is a highly conserved protein present on the surface of Ct elementary bodies, suggesting an important role Ct biology. Repetitive tetrapeptide motifs GGA(I,L,V) and FxxN are conserved across Pmps and are important for adhesion in the related Chlamydia pneumoniae Pmp21. Methods: Using bioinformatics approaches, we identified amino acids 270 to 294 of PmpD that included two GGA(I,L,V) motifs and an FxxN motif as vaccine targets. Synthetic peptides corresponding to these regions were chemically conjugated separately via the carboxy (C)- or amino (N)-terminus (FxxN 1.1 and FxxN 1.2) to the surface of Qβ virus-like particles (VLPs) and were tested for immunogenicity and protective capacity in mice. Results: Female mice immunized three times with a mixture of Qβ-FxxN 1.1 and Qβ-FxxN 1.2 vaccines without exogenous adjuvant elicited geometric-mean endpoint dilution titers near 10⁴. Further, mice showed decreased infection at early time points when challenged vaginally with luciferase-expressing Chlamydia muridarum over 9 days and a faster time to undetectable infection compared to controls. Immunization with individual vaccines (Qβ-FxxN 1.1 or Qβ-FxxN 1.2) did not show the same degree of reduction. Conclusions: Vaccination against PmpD tetrapeptide motifs is a novel and promising approach for limiting initial Chlamydia infection and warrants further investigation to characterize the mechanism of protection. Full article

This study aimed to investigate differences in mastery motivation (MM), mastery pleasure (MP), and self-concept (SC) in singing based on class type (specialized non-specialized music classes) and gender across four grades: 1, 3, 5, and 7. It also explored the relationships between students’ demographic variables and the fundamental motivational factors in music education such as MM, MP, and SC. A survey questionnaire was administered to 586 elementary students in grades 1, 3, 5, and 7 in Hungary. The findings showed that the students from specialized music classes had higher MM, MP, and SC compared to those from non-specialized classes. Female students demonstrated higher MM, MP, and SC in signing across all grades, 1, 3, 5, and 7. Moreover, a negative correlation between grade and these factors showed that the younger students had higher MM, MP, and SC in singing than the older students. Demographic factors such as gender, grade, and class type, except for parental education, significantly influenced students’ development in MM, MP, and SC in singing. This study highlights the importance of specialized music education and early engagement in developing MM, MP, and SC in singing, suggesting that appropriate approaches based on age and gender could enhance students’ musical development. Full article