Active learning: “Hands-on” meets “minds-on”

Yannier, Nesra; Hudson, Scott E.; Koedinger, Kenneth R.; Hirsh‐Pasek, Kathy; Golinkoff, Roberta Michnick; Munakata, Yuko; Doebel, Sabine; Schwartz, Daniel L.; Deslauriers, Louis; McCarty, Logan S.; Callaghan, Kristina; Theobald, Elli J.; Freeman, Scott; Cooper, Katelyn M.; Brownell, Sara E.

doi:10.1126/science.abj9957

Cited by 50 publications

(23 citation statements)

References 30 publications

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“…Finally, the virtual PLAYshop program was designed to build parental capability, opportunity, and motivation to support their preschool-aged children’s physical literacy development, particularly through purposeful play. Growing bodies of research and practice demonstrate that the active learning approach, which can be achieved through purposeful play, offers greater cognitive and social-emotional benefits to children over traditional passive learning [ 61 ]. Regardless, this study also had limitations.…”

Section: Discussionmentioning

confidence: 99%

Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood

et al. 2023

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The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster emails (3-week and 6-week follow-up). Data on 34 preschool-aged children (3–5 years) and their parents from Edmonton and Victoria, Canada, were collected via an online questionnaire, virtual assessment session, and interview at single or multiple time points (baseline, post-workshop, 2-month follow-up). Intraclass correlation coefficients (ICCs), paired t-tests, repeated measures ANOVAs, and thematic analyses were conducted. Regarding feasibility, most parents (≥94%) were satisfied/extremely satisfied with the virtual workshop and planned to continue physical literacy activities post-workshop. The virtual assessment protocol for children’s fundamental movement skills (FMS; overhand throw, underhand throw, horizontal jump, hop, one-leg balance) was feasible, with high completion rates (>90%) and reliable scoring (ICC = 0.79–0.99). For positive changes in potential outcomes, a medium effect size was observed for children’s hopping skills (d = 0.54), and large effect sizes were observed for several parental outcomes (partial η2 = 0.20–0.54). The findings support the feasibility and potential positive outcomes of the virtual PLAYshop program. A larger randomized controlled efficacy trial is recommended.

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Section: Discussionmentioning

confidence: 99%

Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood

et al. 2023

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“…Consuming a balance of types of digital media, in appropriate quantities, at the right time of day, and preferably whilst interacting with others, will allow them to have a healthy Digital Diet. As part of a healthy lifestyle, though, young children also need to be physically active (Carson et al, 2017), play with their peers (Pyle, DeLuca, & Danniels, 2017), communicate socially (Myers et al, 2017), experience nature (Fyfe‐Johnson et al, 2021), and learn from the physical world around them (Yannier et al, 2021). Digital media may be able to contribute to some of these activities, but it cannot replace them.…”

Section: Orben (2021) Additional Considerations For Preschool Childrenmentioning

confidence: 99%

“…Help children form healthy media habits early in life by only allowing them to use devices at times of day that will not disrupt routines, including sleep. (Fyfe-Johnson et al, 2021), and learn from the physical world around them (Yannier et al, 2021). Digital media may be able to contribute to some of these activities, but it cannot replace them.…”

Section: Timingmentioning

confidence: 99%

A balanced digital diet for under 5s: A commentary on Orben (2021)

Bidgood

Taylor

Kołak

et al. 2022

Infant and Child Development

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Orben (2021) proposed a ‘Digital Diet’ approach to thinking about children's consumption of digital media. Here, we consider the Digital Diet with a focus on young children under 5. As well as discussing how Type and Amount apply to this age group, we argue that Balance needs to be considered differently for young children, and their families, compared to older children and adolescents. Considering the developmental needs of preschool children, we suggest that Balance must include not only a balance of activities within the digital world, but beyond it. The Digital Diet should be part of a wider healthy lifestyle, involving a range of activities and, crucially, social interaction. We also suggest an additional dietary factor: Timing of digital media use. Supporting children to form healthy Digital Diet habits early in life, may enable them to maintain a healthy digital lifestyle themselves as they continue to grow.

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“…Outdoor activities provide students with socioemotional support along with academic knowledge. The stimulation of children's natural curiosity encourages students to be interested in scientific facts, and supports students with inquiry-based experiments and learning experiences [16]. Play occupies a crucial place during childhood and constitute the basic elements of learning.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Preschool Level Out-of-Class Education Activities in Finland, Estonia, Ireland, and Turkey within the Framework of 21st Century Skills

Özgem

Akcil

2022

Sustainability

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The skills and competencies to be acquired in the 21st century are collected under these topics: learning and innovation skills; life and career skills; information, media and technology skills. The changes taking place in the world, in information technologies and global transformation, have promoted the development of different approaches, models, skills, and various learning theories in education. One of the prominent features shaping this period is the acquisition of these desired skills from the pre-school period, and this acquisition occurs through providing children with different experiences and offering rich environments and materials to children. In this respect, the activities carried outdoors have gained as much significance as in-class activities. This study aims to compare the 21st-century skills-based outdoor educational activities in Finland, Estonia, Ireland, and Turkey. In this respect, the horizontal and diagnostic approach used in comparative education studies is applied in combination. Document analysis is used in this research to gather data on the objectives of the countries regarding preschool out-of-class education as well as out-of-class education environments; the activities, modules, and assessment methods used were obtained from Finland, Estonia, Ireland, and Turkey’s Ministry of Education websites, countries’ laws on education, official pre-school education reports, education systems, articles, and online databases, etc. Among the countries examined, Finland, Estonia, and Ireland have learning modules related to out-of-class learning activities, which indicates that these countries have more options and thus a greater variety of out-of-class activities and environments. It also indicates that out-of-class education activities are carried out more extensively in these countries. It has been concluded that Ireland has more out-of-class learning activities in number and a number of the activities address a higher number of developmental areas. However, it has also been revealed that there is no module, program, or booklet for out-of-class learning activities in Turkey. From this point of view, the recommendation is for Turkish education to create a preschool education program module with out-of-class activities to adapt the Turkish preschool education program to the imperatives of contemporary learning outcomes.

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Active learning: “Hands-on” meets “minds-on”

Cited by 50 publications

References 30 publications

Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood

Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood

A balanced digital diet for under 5s: A commentary on Orben (2021)

An Investigation of Preschool Level Out-of-Class Education Activities in Finland, Estonia, Ireland, and Turkey within the Framework of 21st Century Skills

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