Abstract
The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment. Accordingly, a specific software that prepared based on problem-solving and algorithmic thinking in preschool education was used. Case study method was employed in order to state children’s use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey. Classroom interaction video records, and flowcharts prepared by children are data collection tools. The results revealed that, problem-solving activities prepared with graphical organizers and ICT-supported environment are appropriate for preschool children. Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.
Highlights
Preschool education aims to ensure that children acquire body, mind and emotion development and good habits according to their development characteristics
The problem sentence of this study is determined as follows: What are the cases of using graphical organizers and solving problems for different problem situations encountered by preschool children? The aim of this study is to examine the usage situations of graphical organizers such as fishbone, brainstorming and flowchart against the problems faced by preschool children
Problem-Solving Situations of Preschool Children (10-week period) Expressions of children in classroom interaction were coded as stated in the activity
Summary
Preschool education aims to ensure that children acquire body, mind and emotion development and good habits according to their development characteristics. Preschool period is the most intense and rapid period of brain development and the establishment of synaptic connections. It is a vitally important period for the development of cognitive functions as predictors of academic skills in later years (Allan, Hume, Allan, Farrington & Lonigan, 2014). Preschool children take the first step towards realizing their own potential and joining the society as a productive individual. Considering the cognitive characteristics to be acquired in preschool children, characteristics such as pairing, relationship building, establishing cause-effect relations, reading object graph, and graphing are observed Ministry of National Education [MoNE]
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