Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)

Abstract

This paper presents findings from an ongoing international study of Early Childhood (EC) teachers' and children's use of Internet of Toys (IoToys) to understand possibilities for developing children's cognitive capacities (e.g., creativity, inquiry, engineering design thinking). The study employed a Design Based Research (DBR) method, where teachers intentionally plan and deliver technologically constructed Science Technology Engineering and Mathematics (STEM) experiences for preschoolers. Using Australia as a case study, data collection involved participant observation of three teachers' and 17 children's technology constructed play experiences with robotic toys, littleBits electronic magnetic blocks, alongside pre and post semi-structured interviews with teachers and children's photo voice sessions were video recorded. Analysing the findings using embodied cognition theory showed that the teachers, although novice in their own technological pedagogical knowledge engaged children's play with the robotic toys, and co-learn with the children. Integration of STEM-focused playful experiences supported children's scientific inquiry, design thinking and creativity as well as vocabulary targeted at interdisciplinary STEM concepts. With the ever increasing focus on developing children's 21st century skills, this study recommends engineering habits of mind, creativity and inquiry dispositions should now be taken into account in teaching and learning situations with young children and to develop STEM engagement.

Fostering Children's Creativity Through Preschool Stem Creativity Module

“…In this study, the effect of Preschool STEM Creativity Module on creativity development of preschool children was studied. The results of this study are in line with the findings of previous research (B Budi Setiawan et al, 2020;Bicer et al, 2019;Conradty et al, 2020;Kewalramani et al, 2020;Rasul et al, 2018;Shukri et al, 2019;Siew & Norjanah Ambo, 2018). They reported that STEM integration had an impact on improving creative thinking.…”

“…Several studies had evaluated the effectiveness of STEM approaches on creativity development. In Western countries, several researchers have developed STEM integration module for all levels of education including preschool (Bicer et al, 2019;Conradty & Bogner, 2019;Conradty et al, 2020;Kewalramani et al, 2020;Stylianidou et al, 2018) and they have successfully proven that STEM module interventions can improve students' thinking skill and creativity. Similarly, several studies in Eastern countries (B Budi Setiawan et al, 2020;Kuo et al, 2019;Rasul et al, 2018;Shukri et al, 2019;Siew & Norjanah Ambo, 2018;Sirajudin et al, 2021) indicated that STEM approaches have a positive effect in developing and empowering creative thinking among elementary, secondary and universities students.…”

Personal play identity and the fundamental elements in its development process

“…Recent studies have shown that the video art as digital play (Leung et al, 2020 ), active screen time (Hu et al, 2020 ), and digital preschool environment and applications (Fleer, 2020 ) have positive effects on child’s learning, creativity, and innovation skills. Digital technology is no longer seen as an enemy of children by some researchers (Fleer, 2020 ; Hu et al, 2020 ; Kewalramani et al, 2020 ; Leung et al, 2020 ). Furthermore, Plowman and McPake ( 2013 ) debunked as a myth that technology is an enemy of children; rather, they defined young children as digital natives.…”

“…However, the levels of benevolence and prosocial behavior of children who are exposed to violent video games are one of the negative application areas of technological development, which have resulted in a significant increase in the externalization behavior of children at an early age (Coyne et al, 2018 ). Even though the technology use in childhood results in looking at a screen for a long time and being immobilized, attention problem (Swing et al, 2010 ), physical problems, obesity and eating habits (Rosen et al, 2014 ), cognitive development problem (Kumari & Ahuja, 2010 ), sleep and memory problems (Dworak et al, 2007 ) with negative effects on the three main aspects, namely health and well-being, cognition and brain development, and social and cultural competencies (Bolstad, 2004 ), many studies that emphasize the positive aspects of children’s technology use also present remarkable findings (Fleer, 2020 ; Hu et al, 2020 ; Kewalramani et al, 2020 ; Leung et al, 2020 ; Plowman & McPake, 2013 ). Another example of the positive effects of technology is the integration of technology into early childhood education.…”

Pendekatan Reggio Emilia dalam Menjawab Tantangan Kemampuan Anak Usia Dini Abad 21

“…Apakah anak usia dini sudah siap untuk dibekali kemampuan abad ke-21. Beberapa penelitian menunjukan bahwa tidak perlu ada keraguan, karena kemampuan abad ke-21 dapat diberikan sejak anak usia dini (Weber, 2019) (Lindeman & Anderson, 2015) (Kandari, 2020) (Kewalramani, 2020).…”