Toddlers' screen time has a negative correlation with their language skills, according to a study published in PLoS ONE. However, the use of educational content and screen time in the company of adults show a positive association with language skills. The study included nearly 1,900 children between one and four years old from 19 Latin American countries.
Smaller classroom sizes in schools are failing to increase the resilience of children from low-income families, according to a study published in the International Journal of Science Education. Data from more than 2,700 disadvantaged secondary school students in Japan and China show that minimising class sizes does not lead to better grades. The authors of the study claim that reducing classroom size may even decrease the likelihood of children achieving the best results.
Dressing in school uniform is associated with less physical activity in children, especially primary school girls, according to a study by the University of Cambridge (UK) published in the Journal of Sport and Health Science. The study analysed data on the physical activity levels of more than one million children aged 5-17 in 135 countries, including Spain, combined with an online survey.
A meta-analysis by the University of Valencia has studied the links between leisure reading habits on digital devices and the reading comprehension of students of different ages. The research - which is based on 25 studies published between 2000 and 2022 involving some 470,000 students from different countries - concludes that in the early stages (primary and 1st and 2nd ESO in the Spanish case) there were small negative relationships between digital leisure reading and reading comprehension, while in later stages (3rd and 4th ESO, baccalaureate and university) the relationship became slightly positive. The research is published in Review of Educational Research.
A review of more than 100 meta-analyses and nearly 2500 studies has analysed the use of screens by children and young people and the consequences for their learning and health. Their conclusions are that, in general, the effects are small and vary according to the type of use and context. The results are published in the journal Nature Human Behaviour.
When considering which type of timetable is best, one question is: best for what and for whom? Not only does the scientific evidence on student learning and well-being come into play, but also the employment interests of teachers, the reconciliation needs of families, and the effects of each type of timetable on socio-economic inequality and the gender gap in care are also involved. We bring together more elements of the discussion in this second article.
Every school year in Spain, the debate returns about what kind of timetable schools should adopt: is it better to concentrate all teaching hours or to have a lunch break and extend the time spent at school? In this first issue, we bring together research on the effect of each type of timetable on students' performance, rest and socio-affective well-being, as well as the available data on public and charter education.
A meta-analysis of 42 studies from 15 countries, including Spain, concludes that the covid-19 pandemic caused learning delays in school-aged children and a loss of knowledge equivalent to 35% of the learning of a school year. The research, published in Nature Human Behaviour, highlights that these effects persisted over time.
A study published in the journal PLOS Medicine concludes that the development and academic outcomes of girls and boys conceived with in vitro fertilisation (IVF) are no different from those of children conceived naturally. The analysis is based on data from two national assessments in Australia, including more than 585,000 children born between 2005 and 2014 (more than 11,000 conceived by IVF). The first assessment measured the physical and emotional and cognitive health of children aged 4-6 years; the second focused on the numeracy and verbal skills of schoolchildren aged 7-9 years.
Research published in PNAS shows how, in a sample of more than 1,600 racially diverse (black and white) parents in the United States, freedom of school choice, regardless of the presence of students of other ethnicities, also increases segregation. The authors attribute this to different preferences between black parents, who favour higher school ratings, and white parents, who prefer proximity to the school.