The Relationship Between Self-esteem and Preference Type of Play by Gender of Elementary School Students

The purpose of this study is to differentiate the gender into males and females based on prior research that children prefer different types of play depending on their gender,and to see what the relationship between their self-esteem and preferred types of play is.Random stratified method was used to collect study participants for this study.Elementary school students in Incheon Metropolitan City,Republic of Korea,were set up as a population,the city was divided into six areas in a similar area,and each school was numbered after identifying local elementary schools.A total of six schools were selected for each region by making random checks.A total of 18 classes were selected for each of the four,five,and six grades.A total of 450 questionnaires were distributed,but 381 of them were used for statistical analysis,except for 69 that were judged to have been poorly response.There were 215 male,166 female,151 in fourth grade,109 in fifth grade,and 121 in sixth grade.There are two questionnaires used in this study.First,to measure self-esteem,Rosengerg’s 10-item Self Esteem Scale was used to assess self-esteem.The scale,which provides a convenient measure of global attitudes about the self,has five negatively worded items and five positively worded items.This scale is one of the most widely used measures of self-esteem and has displayed good reliability and validity.Cronbach’s a showed 0.859.Second,to find out the preference for play types,we used those produced by Choi and Lee based on four types of play suggested by Roger Caillois.The questionnaire consists of four sub-variables:competition(Agon),chance(Alea),simulation(Mimicry)and vertigo(Ilinx).The Crombach’s a values are 0.705,0.694,0.786,and 0.722,respectively.The class teacher of the selected school was contacted and explained the purpose of the study and asked for consent.On the measurement date,we visited the class and conducted the measurement.Before measurement,we informed the purpose of the study again and asked for consent.The self-reported method was used to respond,and the measurement time was about 10 minutes.The responses were coded using the SPSS(win)15.0 program and frequency analysis was performed to characterize the data.The independent t-test was carried out to see if there was a difference between self-esteem and preferred types of play by gender.Correlation analysis was performed to see how self-esteem relates to the type of preferred play.All statistical significance levels are set as p<0.05.Children’s self-esteem does not differ depending on their gender.And it turned out that boys preferred competition,and girls preferred simulation,and chance and vertigo did not differ depending on gender.In male,a correlation between self-esteem and preference for play types has resulted in statistically significant correlation between self-esteem and competition,chance,and vertigo.In female,a correlation between self-esteem and preference for play types was performed in vertigo,where self-esteem was statistically significant.

A SURVEY OF LANGUAGE LEARNING STRATEGIES USED BY ELEMENTARY SCHOOL STUDENTS

This paper relates a study of language learning strategies used by Chinese elementary school students and discusses their relationship to the students' scores. The results of a students strategy inventory indicate that (1) High-scoring students had a frequent use of the learning strategies, and there were striking differences between high-scoring and low-scoring students in their use of the cognitive strategies, affective strategies and social strategies. (2) Cognitive strategies and metacognitive strategies demonstrated significant correlation with the scores of high-scoring students while cognitive strategies and social strategies demonstrated significant correlation with the scores of low-scoring students. Finally, some practical suggestions are made for English teachers.

Research on Teaching Strategies of Oral Communication in Elementary School Language

In the context of continuous social progress, the forms of communication between people have become frequent and diverse, and good oral communication skills and standardized oral communication habits are especially important. Oral communication skills are not only an important reflection of one’s overall quality, but also concern one’s development and future. Teachers should seize this opportunity to provide targeted oral communication training to elementary school students, encourage them to express themselves and communicate with others actively, and develop their oral communication skills in the process.

Extracurricular Reading for Children from Primary School Course in Bulgaria: Results of a Survey

The aim of the research is to obtain information about the current state of children’s extracurricular reading in Bulgaria—basis for further development of information skills and competencies. The study refers to the reading practices and interests of primary school students (7 - 11 years). It was implemented in the period March-June 2020 through electronic questionnaires filled out by the parents of 1169 students. The obtained data were processed with the software product SPSS, v19. A comparative analysis between the reading habits and preferences of children of different ages has been prepared. The followings are established: the thematic scope, the types of preferred readings, the motives for independent choice of reading, as well the preferred format, as the influence of the adults in the formation of the young reader. Particular attention is paid to reading in electronic format (e-books or other readings on the Internet).

DCDC2 gene polymorphisms are associated with developmental dyslexia in Chinese Uyghur children

Developmental dyslexia is a complex reading and writing disorder with strong genetic components. In previous genetic studies about dyslexia, a number of candidate genes have been identified. These include DCDC2, which has repeatedly been associated with developmental dyslexia in various European and American populations. However, data regarding this relationship are varied according to population. The Uyghur people of China represent a Eurasian population with an interesting genetic profile. Thus, this group may provide useful information about the association between DCDC2 gene polymorphisms and dyslexia. In the current study, we examined genetic data from 392 Uyghur children aged 8–12 years old from the Xinjiang Uyghur Autonomous Region of China. Participants included 196 children with dyslexia and 196 grade-, age-, and gender-matched controls. DNA was isolated from oral mucosal cell samples and fourteen single nucleotide polymorphisms（rs6456593, rs1419228, rs34647318, rs9467075, rs793862, rs9295619, rs807701, rs807724, rs2274305, rs7765678, rs4599626, rs6922023, rs3765502, and rs1087266） in DCDC2 were screened via the SNPscan method. We compared SNP frequencies in five models（Codominant, Dominant, Recessive, Heterozygote advantage, and Allele） between the two groups by means of the chi-squared test. A single-locus analysis indicated that, with regard to the allele frequency of these polymorphisms, three SNPs（rs807724, rs2274305, and rs4599626） were associated with dyslexia. rs9467075 and rs2274305 displayed significant associations with developmental dyslexia under the dominant model. rs6456593 and rs6922023 were significantly associated with developmental dyslexia under the dominant model and in the heterozygous genotype. Additionally, we discovered that the T-G-C-T of the four-marker haplotype（rs9295619-rs807701-rs807724-rs2274305） and the T-A of the two-marker haplotype（rs3765502-1087266） were significantly different between cases and controls. Thus, we conclude that DCDC2 gene polymorphisms are associated with developmental dyslexia in Chinese Uyghur children.