Activities In Early Childhood Education Research Articles

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

AbstractProgrammable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the effects of a robot programming intervention versus a block play program on kindergarteners' CT, sequencing ability, and self‐regulation. The experiment (robot programming) versus comparison (block play) condition was randomly assigned to four kindergarten classes, which included 101 kindergarteners (M = 64.78 months, SD = 7.64). Statistical analyses revealed that the robot programming group (N = 54) had experienced greater gains over time in sequencing ability relative to those in the block play group (N = 47; F = 5.09, p < 0.05). Children in the robot programming group with lower level of self‐regulation at baseline showed larger improvements in sequencing ability over time relative to the block play group (F = 2.37, p = 0.01). Also, children in the robot programming group with older age showed larger improvements in CT over time relative to the block play group (F = 2.40, p < 0.01). The study demonstrates the positive benefits of robot programming to early childhood development in terms of CT and sequencing ability, compared to a traditional curriculum activity in ECE—block play. Practitioner notesWhat is already known about this topic Screen‐free robot programming can enhance preschool children's computational thinking (CT). Block play can enhance preschool children's mathematics and executive functioning. Both robot programming and block play are engaging for preschool children. What this paper adds An unplugged CT assessment is used to measure and compare the effects of both robot programming and block play interventions among preschool children. Robot programming outperforms block play in promoting children's school readiness skills such as sequencing ability. Children with lower self‐regulation skills benefited more from the robot programming intervention. Implications for practice and/or policy Robot programming and CT education should be expanded in diverse early childhood settings to boost the positive effects. Technology‐enhanced curricula should be integrated into early childhood education. Teachers should receive training on robot programming in addition to more traditional skills such as scaffolding children's block play.

WITHDRAWN: Educational philosophies and theoretical perspective for self-cultivation in early childhood education

Education philosophies of self-cultivation have the basis and societal ideology of learning a powerful and traditionally efficient heritage that stretches back to ancient times in the traditional methods. There are many challenges in incorporating the philosophies in the theoretical perspective in early childhood education. Therefore in this paper, the educational philosophies and theoretical perspective (EP-TP) model has been proposed for self-cultivation in Early Childhood Education (ECE). Preparation for primary school is only one aspect of early childhood education (ECCE). One of its goals is to provide a firm and comprehensive basis for lifetime learning and well-being by addressing each child's social, emotional, cognitive, and physical requirements. In ECCE, we have the opportunity to cultivate caring, competent, and responsible citizens of the future. The training procedure includes a commitment to study, improve individual and be directed by one's instructor through religious observance and moral living. The freedom and the interconnectivity of the self are highlighted all across the learning experience. The section presented important impacts for self-directed education from an analysis of self-cultivation. The simulation analysis shows that the proposed EP-IP model enhances children's performance and concentration level compared to other popular methods. • ECE and young children's psychological activities utilizing multimedia • It encourages the degree of implementation of technological advances. • Lack of early childhood literacy provides considerable significance.

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills.

This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to individual skill levels of children. Data from 39 EC teachers and 268 children were analyzed using multilevel modeling. Teachers rated the skills of children on a structured observation instrument (“Kinder Diagnose Tool,” KiDiT). Children were assessed on their mathematical skills with a standardized test (“Mathematische Basiskompetenzen im Kindesalter,” MBK-0). On average, 65% of the variation in judgments of teachers on the KiDiT could be explained by MBK-0 scores of children, which suggest that teachers are—on average—able to rank children within their groups. Teachers were also able to judge the mathematical level of skills of children as assessed by the MBK-0. Neither mathematical content knowledge (MCK) of teachers nor their mathematics pedagogical content knowledge (MPCK) or general pedagogical knowledge (GPK) moderated the relationship between judgments of teachers and test scores of children or the relationship between the level of the judgments and the level of test scores. Conclusions for future research and practice are drawn.

Exploring the Use of Tablet Computers for Drawing Activities in Early-Childhood Education

Bu çalışmanın amacı tablet bilgisayarların okul öncesi dönemde resim çizmek gibi çocukların gelişimlerini destekleyen etkinliklerde kullanılabilirliğini belirlemektir. Araştırmaya Konya ilinde yer alan özel bir okulun anasınıfına giden 3-6 yaş arası 44 (25 kız, 19 erkek) çocuk, aileleri ve öğretmenleri dahil edilmiştir. Ailelere veli bilgi formları dağıtılarak, evde bulunan teknolojik aletler, çocukların bu teknolojileri ne kadar ve ne şekilde kullandıkları gibi sorular sorulmuştur. Çalışmanın ilk aşamasında, çocuklardan kendi portrelerini bir kağıda çizmeleri istenmiştir. İkinci aşamasında çocuklara gerekli eğitimler verilerek ve uygun ortam sağlanarak çocuklardan yine kendi portrelerini tablet kalemi yardımı ile çizmeleri istenmiştir. Çizimler sonunda çocuklarla birebir görüşmeler yapılmış ve tablet bilgisayarlarla çizdikleri resimler hakkında görüşleri alınmıştır. Daha sonra çocukların resimleri öğretmenlere gösterilmiş ve çocukların çizdikleri her iki resmi karşılaştırmaları istenmiştir. Bu görüşmeler sırasında öğretmenlere teknoloji ve tablet bilgisayarlar hakkında görüşleri alınmak üzere sorular sorulmuştur. Araştırmada nitel araştırma yöntem ve teknikleri kullanılmıştır. Araştırma verileri veli bilgi formları, uygulama esnasındaki gözlemler ve video kayıtları, öğrenci görüşmeleri, öğretmen görüşleri şeklinde toplanmış ve içerik analizi yöntemi ile analiz edilmiştir. Araştırmanın bulgularına göre, tablet bilgisayarların eğitimde kullanılabilir olduğu, çocukların tablet bilgisayarların kullanımı konusunda ilgili ve meraklı oldukları, çocukların tablet bilgisayarlar ile yaptıkları resimlerin geleneksel yöntemle yaptıkları resimlerden daha yaratıcı, detaylı ve renkli olduğu ve tabletteki çizim alanını daha verimli kullandıkları tespit edilmiştir. Araştırmanın bulgularına dayalı olarak, velilere ve öğretmenlere yönelik etkili ve verimli teknoloji kullanımı konusunda eğitimler verilmesi ve çocukların gelişen teknolojiye uyum sağlamaları için sınıflarda teknolojinin doğru ve verimli bir şekilde kullanımının arttırılması önerilmektedir.