Digital play in young children’s numeracy learning

Disney, Leigh; Barnes, Alan; Ey, Lesley; Geng, Gretchen

doi:10.1177/1836939119832084

Cited by 19 publications

(10 citation statements)

References 40 publications

(54 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In fact, regardless of the original modality children practiced the task on (2D or 3D), all children improved in the final problemsolving task (Huber et al, 2016). Further, evaluations of specific math apps have also found mostly positive results (e.g., Stiles and Louie, 2016;Disney et al, 2019). For example, Schacter and Jo (2016) demonstrated that preschoolers can learn math concepts from a math-oriented game (Math Shelf) on a tablet.…”

Section: Science Technology Engineering and Mathmentioning

confidence: 99%

Preschool teachers’ perspectives on (haptic) technology in the classroom

et al. 2022

View full text Add to dashboard Cite

One particularly exciting platform with the potential to teach science, technology, engineering, and math (STEM) in early childhood classrooms is the tablet. However, one challenge in using these devices for STEM learning is that traditional tablets lack important sensory information. The emerging technology of haptic (or tactile) feedback touch-screen displays might reduce this barrier. In order to better understand pre-school teachers’ attitudes toward haptic feedback technology for teaching STEM concepts, we conducted three focus groups. From the focus group data, researchers identified themes around current classroom practices with technology for STEM learning, teachers’ reactions to the haptic feedback tablet, and their impression of the implications of its use in early childhood education. These themes provide insight on teachers’ attitudes and could influence the design of future STEM apps created for haptic feedback tablets.

show abstract

Section: Science Technology Engineering and Mathmentioning

confidence: 99%

Preschool teachers’ perspectives on (haptic) technology in the classroom

et al. 2022

View full text Add to dashboard Cite

show abstract

“…und richtet sich gezielt an Kinder zwischen 3-6, meist aber zwischen 5-6 Jahren. Disney et al (2019) untersuchten die Rechenfertigkeiten von 3-4-jährigen Kindern. 80 Kinder nutzten in der Studie ausgewählte gestenbasierte Rechen-Apps auf Tablets.…”

Section: Mediennutzung Und Medieneinsatz Im Kontext Der Frühen Kindheitunclassified

Bildung im digitalen Wandel. Lehren und Lernen mit digitalen Medien

2022

View full text Add to dashboard Cite

Digitale Medien spielen in allen Lehr- und Lernsettings eine zunehmend bedeutende Rolle – unabhängig davon, ob diese in Präsenz oder als hybride oder digitale Formate gestaltet sind. Fragen in diesem Zusammenhang betreffen pädagogische und didaktische Überlegungen, aber auch bildungspolitische Fragen wie zum Beispiel die Gestaltung von Curricula. Die in diesem Band vertretenen Bildungssektoren – Bildung in Kindheit, Jugend und Familie, allgemeinbildende Schule, Lehrkräfteausbildung, Berufsbildung sowie Erwachsenen- und Weiterbildung – fokussieren jeweils spezifische Aspekte aus dem Themenfeld Lehren und Lernen mit digitalen Medien und arbeiten den Forschungsstand hierzu auf. Die fünf Reviews sowie eine Darstellung der methodischen Vorgehensweise bilden den dritten Teil einer Reihe zur Digitalisierung in der Bildung, deren Anliegen es ist, anhand von Critical Reviews aktuelles Forschungswissen zu verschiedenen inhaltlichen Fragestellungen der digitalen Bildung zu synthetisieren und zu strukturieren.

show abstract

“…Previous studies have primarily concentrated on learning Mathematic through play. Disney et al (2019) studied the integration of digital technology within early childhood settings. Their analysis revealed that young children's numeracy learning outcomes were improved after they used the applications via iPad technologies.…”

Section: Learning Outcomes (33 Articles) Mathematics (11 Articles)mentioning

confidence: 99%

Learning through Play in Early Childhood: A Systematic Review

Yee¹,

Radzi²,

Mamat³

2022

IJARPED

View full text Add to dashboard Cite

Playing is the leading activity in kindergarten education, a unique form of activity that conforms to the age characteristics of preschool children, and an important way to promote the overall and healthy development of children's bodies and minds. This research's purpose was to carry out a literature systematic review on the learning through play in early childhood. This review was estimated on the steps pointed in the PRISMA criteria, as well as new research that merged different research designs. The publications for this study were adopted using two prestige databases: Scopus and Web of Science. This review's four major themes were derived from a thematic analysis, which includes (1) research area, (2) language, and (3) timeline. Thus, the result of this study made several significant additions to the corpus of knowledge for practical reasons. The following findings display the significance of learning through the play method in early childhood: 1) Learning outcomes, 2) Pedagogical, 3) Professional development and 4) Parents' beliefs. The learning outcomes of learning through the play method seem to be a key research topic, while parents' belief is the lacking research topic among scholars. Finally, this paper is concluded with suggestions for future research directions and a call for more diverse research paradigms.

show abstract

Digital play in young children’s numeracy learning

Cited by 19 publications

References 40 publications

Preschool teachers’ perspectives on (haptic) technology in the classroom

Preschool teachers’ perspectives on (haptic) technology in the classroom

Bildung im digitalen Wandel. Lehren und Lernen mit digitalen Medien

Learning through Play in Early Childhood: A Systematic Review

Contact Info

Product

Resources

About