Learning Experiences For Children Research Articles

Exploring children's learning experience in constructionism-based coding activities through design-based research

Over the last few years, the integration of coding activities for children in K-12 education has flourished. In addition, novel technological tools and programming environments have offered new opportunities and increased the need to design effective learning experiences. This paper presents a design-based research (DBR) approach conducted over two years, based on constructionism-based coding experiences for children, following the four stages of DBR. Three iterations (cycles) were designed and examined in total, with participants aged 8–17 years old, using mixed methods. Over the two years, we conducted workshops in which students used a block-based programming environment (i.e., Scratch) and collaboratively created a socially meaningful artifact (i.e., a game). The study identifies nine design principles that can help us to achieve higher engagement during the coding activity. Moreover, positive attitudes and high motivation were found to result in the better management of cognitive load. Our contribution lies in the theoretical grounding of the results in constructionism and the emerging design principles. In this way, we provide both theoretical and practical evidence of the value of constructionism-based coding activities.

Promoting family school-readiness for child-welfare involved preschoolers and their caregivers: Case examples

The Strategies for Enhancing Early Developmental Success (SEEDS) Preschool Program aims to promote school readiness in families connected to the child welfare system by enhancing children's self-regulation, parents' engagement in their children's early learning experiences, and parent/child/teacher relationships. Given high levels of prenatal alcohol exposure and early adversity in welfare-connected children, the SEEDS Program integrates evidence-based interventions for fetal alcohol spectrum disorders and early childhood stress and trauma. From an early education perspective, an innovative aspect of the program is the conceptualization of school readiness as occurring at the family level; in SEEDS, parental participation is as intensive as children's participation, both during dyadic activities and in a separate but highly coordinated parent group curriculum. To illustrate design and implementation of the program, the current paper uses parent- and teacher-reported data to summarize the progress of three participating families with diverse histories and presenting issues. Each individual family's response to intervention was examined (1) by calculating individual reliable change index scores using pre- and post-intervention reports on standardized measures of child adjustment and parental stress, and (2) by plotting the time series of teacher-reported progress on family goals over the course of the program. Although emotional, behavioral, and executive functioning difficulties appeared to initially interfere with children's engagement in learning material, enhancing social-emotional functioning at the level of the parent, child, and the dyad addressed many of the parent- and teacher-identified intervention goals. Consideration of mixed outcomes in one of the three cases highlights areas of improvement for future implementations of the SEEDS Program.

Lessons From Cuba: Community projects and learning experiences for children

Innovation that benefits children does not always come from formal institutions. Communities around the world are finding creative ways to fill in the gaps in services and enrichment when the schools or other government-backed programs fall short.

PEMBELAJARAN SENI TARI DALAM MEWUJUDKAN ASPEK PERKEMBANGAN ANAK DI TAMAN KANAK-KANAK PETERI BENSU TAKENGON

Discussions about children can never stop because of their unique nature. The uniqueness of children can not be responded by adults so that the pattern of education is more restraining and requires following the will of the adult mind so that it makes it difficult for children to accept and have an impact on the aspects of child development. The problem solving task is at a children's education institution by providing dance learning as a fun learning experience for children so that aspects of child development can be realized. This method uses field research with sampling or data source determination using purposive sampling. Data collection uses observation, interviews and documentation and is analyzed by means of data reduction, data display, and conclusion drawing / verification. This paper aims to review how the development of religion and morals, motor development, cognitive development, language development, social emotional development of children can be realized through dance art education. The results of this study are (1) Aspects of religious and moral development that are realized through dance can be done with movements that have behavioral indicators as applicable. If it is associated with a movement that is processed with the existence of certain objectives, it can be done by doing a movement that matches the value of goodness. (2) Aspects of motor development through dance or the beauty of a movement are seen in two parts, namely fine motor and gross motor. Fine motorization focuses the coordinate point of the hand movement by using a property in the dance while the gross motor is based on movements involving the whole body. (3) Cognitive development through dance art is seen in the aspect of children's thinking where every movement that arises in motor pressure is influenced by the results of thinking that explores the part of the brain. (4) The development of language through dance is seen in children's activities which are internalized in a word from the response of a rhythmic beauty and then responded by the whole body so that the spoken song is accompanied by a movement. (5) Child's social and emotional development can develop through dance education through a feeling produced. The ability of the child in motion is a response to the feeling in the child. This can be seen in the actualization of movements that appear with explicit themes, themes that tell about sadness or happiness make a diverse feeling. Social development cannot be separated from the interaction between dancers and viewers and between the dancers.

Dimensions and Sub-Dimensions for the Evaluation of M-Learning Apps for Children: A Review

The introduction and rapid growth of mobile learning applications (m-learning apps) has improved the role of teachers in facilitating the learning process especially among children. The learning experiences of children are enhanced and enriched with the use of m-learning apps for children. There are several m-learning apps developed for children in the market today, however, some of these apps do not succinctly support and adequately assist in the learning process and educational endeavors and quest of these young minds. In this paper, a systematic review of literature was conducted to assess past research and studies on usability dimensions and sub-dimensions utilized in evaluating children’s m-learning apps. The systematic literature review consisted of the following approach: the definition of search strategy, selection of primary studies, data extraction, and implementation of synthesis strategy and lastly, the presentation of findings. The result of the review reveals that effectiveness, efficiency, learnability, and user satisfaction (with their corresponding sub-dimensions) were the top four usability dimensions used in the evaluation of m-learning apps for children. In addition, the works reviewed showed that usability evaluation is prominent only during the implementation phase of the applications’ development.

Digital devices, internet‐enabled toys and digital games: The changing nature of young children's learning ecologies, experiences and pedagogies

An introduction to the journal is presented in which the editor discusses the various articles published within the issue on such topics as children and digital technologies, smart toys and children, and children's learning using tablets.

The effects of purposeful play after shared storybook readings on kindergarten children's reading comprehension, creativity, and language skills and abilities

ABSTRACTThis project explored the effects of purposeful play after shared storybook readings on kindergarten children's reading comprehension, creativity, and language abilities. The participants were 42 (26 boys, 16 girls) culturally diverse kindergarten students attending an urban, public school in the northeastern United States. Some children (13) were bilingual or English Language Learners (Spanish and English). First, children completed the Alternative Use Test to assess creativity. Second, children participated in a story reading. Children in the control group received no play; the play group received a 10-minute play period to interact with story related props and finger puppets. Third, children drew the characters and settings they remembered and completed a reading comprehension assessment. Finally, all children completed a language test. Findings revealed that purposeful play had a positive effect on children's reading comprehension and language tests scores although not on creativity. Our findings support the benefits of purposeful play in young children's school learning experiences.

Educating children and youth in care in Alberta: a scoping review

Alberta Education and Alberta Children Services have reported consistent low achievement in school by children and youth in care, especially those in residential group care. This article provides the current picture of research and practice (policy) regarding the learning experience of children and youth in care. Utilizing a scoping review of local and international research studies, the paper argues that the education of children in care in Alberta is not considered an important issue. The dominance of the social work paradigm in children and family services is exposed as inadequate, and hence the call for social pedagogy to be adopted. Determinants of educational achievement for children and youth in care are examined and using these attainment factors, the article identifies and recommends areas that Alberta Education and Alberta Children Services need to consider with urgency if children and youth in care are to benefit from schooling like all other children.

Extracurricular participation and young children's outcomes in Hong Kong: Maternal involvement as a moderator

In Hong Kong's competitive society, most children take part in extracurricular activities (ECAs) before or after school. Early childhood lays the foundation for development of intelligence, personality, social behaviour and learning capacity, and ECAs can, therefore, be expected to enrich a child's learning experience. But there has been relatively little research on the effects of extracurricular participation on young children. This study examines the relations between extracurricular participation and young children's school readiness and psychosocial outcomes in a Chinese cultural context. Sixty-four Hong Kong upper kindergarten class children (aged five years and two months to six years and ten months old), their mothers and class teachers participated in a quantitative study where parent, teacher and child reports were collected. The results showed that children's extracurricular participation was positively associated with better school readiness and social competence and negatively associated with a child's liking of ECAs. The level of extracurricular participation was defined as the number of ECAs a child has been participating in during the month that the study was conducted. This was a pioneering study that found maternal involvement moderated the association between the number of ECAs and a child's school readiness and cognitive competence. In general, children from family with low maternal involvement were more likely to benefit from their participation in a higher number of ECAs. The results from this study will inform educators, parents and policymakers and are intended to inspire further research exploring ECAs and early childhood.

Essential experiences… parties

Planning a party, to mark an event for example, is a fun activity as well as a learning experience for children, writes Penny Tassoni

Pengembangan Kemampuan Berbahasa Melalui Metode Cerita Dengan Membacakan Buku Cerita Bermedia Gambar Pada Anak Pra Sekolah

This research is motivated by learning for develop of language ability on preschoolers. Based on preliminary survey conducted at kindergarten Aisyiah Bustanul Athfal (ABA) II Made Lamongan still get the delay of child language development which can affect the learning process. One of the interventions to develop children’s speaking skills need to be done in the right way, one of them by using picture story method.Research design using pra-experimental design with one-group Pre-Post Test Design. Population of 47 using simple random sampling. Independen variabel of storytelling method, dependent variable of child language development. Technique of collecting data using Denver Development Screning Test II(DDST) sheets. Data was tabulated and analyzed using wilcoxon test with significant level α<0.05.The result showed that the language development of preschoolers 4-6 years at kindergarten ABA II Made before intervention 29 children (69%), after done picture meth result 40 childre (95,2 %). Result wilcoxcon test, with a value of p = 0.001 where p <0.05, then rejected or capted, it means there is influence of storytelling method on language develop in kindergarten ABA II Made sub district Lamongan distric Lamongan.The need for the development of teaching activities in kindergarten by adding a storytelling method to stimulate the language development of children so as to provide a new learning experience for children.

One Step at a Time

Large systematic differences in young children's home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents' time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers. [ABSTRACT FROM AUTHOR]

Celebrating success!

Guest speaker Kathy Brodie praised the imaginative scope and variety of this year's winners. Their resources highlight how versatility is key to enriching children's play and learning experiences, says Karen Faux.

Leveraging Developmental Insights to Improve Early Childhood Education

AbstractPublic investments in early childhood education have increased sharply over the past three decades. Nonetheless, many children in the United States do not have access to high‐quality early education settings and large sociodemographic gaps in children's early learning remain. In this article, we argue that to address these issues, early learning policies must not only invest more in children's earliest years, but invest smarter. We describe three insights from developmental science and provide evidence that the current system of supports for early learning is at odds with what we now know about when and how children develop. We end with recommendations for anchoring early childhood policy and practice in developmental science, and improving children's interactions and learning experiences in their first years of life.

Findings and implications of the relationship of pre-service educators, their university tutor and in-service teachers regarding professional development in science in the primary school system

ABSTRACTThis paper explores the professional needs of pre-service teachers, their university tutor and in-service teachers in terms of their subject and pedagogical content knowledge. It does so through an examination of these professionals’ participation in the learning experiences of children. The context for this participation is the children’s engagement with activity in a local children’s university in the UK. The study adopts a grounded theory methodology incorporating analysis of the open coding of unstructured interview transcripts. The study provides insight into practitioners’ preferred modes of learning with consideration of the effectiveness of formal and non-formal contexts. There is evidence that adoption of a non-formal approach to teacher education can be beneficial if pre-service teachers can learn in the presence of practising teachers and the university tutor. The teachers learn from the practice modelled by the university tutor. The tutor benefits from developing their practice and effecting moderation of the school–university partnership.

Immigrant mothers’ beliefs and transnational strategies for their children's heritage language maintenance

ABSTRACTThis qualitative study investigates immigrant mothers’ beliefs and practices toward supporting maintenance of their children's heritage language (HL) in the context of transnationalism. The data are primarily drawn from formal and informal interviews and observations of six mothers who immigrated to the United States from Japan and Korea. The findings demonstrate that the immigrant mothers view their children's HL maintenance as a bridge that connects intergenerational families across countries, and as a positive asset that will open up academic and career opportunities for their children in the future. Nevertheless, challenges in maintaining a balance between HL and English were noted. The participants shared three transnational strategies to support HL maintenance, including (1) use of transnational media to teach cultural knowledge and to motivate HL learning, (2) frequent visits to home countries for children to participate in public schooling, and (3) using print and literacy resources in HL that were imported from their home countries. This study calls greater attention to immigrant mothers’ transnational knowledge and networks as valuable resources for their children's HL learning. The findings also demonstrate the necessity of examining immigrant children's language learning experiences that traverse across geographical boundaries.

ICT Characteristics of Tablets used on Children Learning Experience Case for Kalawa Primary School Kenya

ICT Characteristics of Tablets used on Children Learning Experience Case for Kalawa Primary School Kenya

Designing and creating an educational app rubric for preschool teachers

International studies indicate that the use of smart mobile devices and their accompanying educational applications (apps) can revolutionize young children's learning experiences. Although there is a vast array of educational apps for preschoolers, they are not actually educational in their majority. In this context, it is important for preschool teachers to be able to assess each app for its effectiveness in educational practice. To evaluate educational mobile apps, this paper presents a rubric (abbreviated as REVEAC) in four areas: contents, design, functionality, and technical quality, each having multiple aspects. In this paper, we discuss the known problems in using educational apps and we present a review of relevant literature, as well as the process of formulating REVEAC. Finally, the paper concludes with a brief discussion of REVEAC limitations and future work.

Sources of self-efficacy in academic contexts: A longitudinal perspective.

The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has produced clear and consistent evidence that supports this position. We argue that the elementary school years may indicate differently, whereby children's limited cognitive maturity and learning experiences could compel them to rely on other psychosocial informational sources. To date and to our knowledge, very few studies, if any, have explored the sustained influence of enactive learning experience across time. In this study, consequently, we tested a sequential predictive model that involved the differential influences of the 4 major informational sources on self-efficacy and then self-efficacy on academic achievement. Three time points of data (N = 328, Year 6) were collected across the calendar year, and Mplus 7.3 (Muthén & Muthén, 1998-2012) was used to assist us in our structural modeling testing. At Time 1, only enactive learning experience and vicarious experience positively influenced self-efficacy. At Time 2, after controlling for prior variance of Time 1 corresponding factors, only enactive learning experience remained significant. At Time 3, after controlling for autoregressive paths, enactive learning experience remained significant, and both verbal persuasion and emotional and physiological states positively influenced self-efficacy. The impact of self-efficacy on academic achievement was significant across the 3 occasions (βs = .20-.46). (PsycINFO Database Record

Children's use of iPads in outdoor environmental education programs

ABSTRACTThis exploratory study aimed to understand how use of digital technology, specifically iPads, impacts the learning experiences of children during outdoor environmental education programs. iPads were integrated into water quality education programs for fifth grade students from an urban area. Qualitative observations were analyzed to document students' attitudes, behaviors, and comprehension of material. The seven themes that emerged from the data—reaction to mobile devices, group interactions, nature prevails, digital natives versus digital immigrants, introduction of mobile devices, mobile devices in the hands of children, and instruments for learning—offer new insights into how children interact with nature while using digital technologies and suggest best practices for technology integration in environmental education.